Sign In | Forgot Password? Search   

2010 Gifted Education Essentials

Javits Frasier Scholarship

Find Out More

Plan for Summer

Resource Directory

> Home > Conventions and Seminars > 2010 Convention Pages


2010 small 

Schedule at a Glance

Convention Content 


Pre-Convention Activities 

Network Events 

General Sessions & Mini Keynotes 


All About Atlanta 

For Exhibitors 

Recorded Sessions and Itinerary Planner

Parent Day 

New for 2010 - Gifted Education Essentials  

Virtual Exhibit Hall

Info and Registration

  • Registration deadline for Gifted Education Essentials is September 18.
  • Don't delay, as this event will fill quickly.
  • Make it easy - Register for these pre-conference activites when you initially register.

NEW FOR 2010 - Gifted Education Essentials: Your Toolkit for Delivering Successful Programs and Services

NAGC has assembled great minds to share their knowledge for a full day of learning the day before the NAGC Convention kicks off. Whether you’re new to your position or an experienced gifted coordinator, counselor, or administrator, you’ll find what you’re looking for in this information-packed program! The day is designed to provide a practical overview of what constitutes quality programs and services for gifted students within the framework of the newly revised P-12 Gifted Program Standards from NAGC. The morning general session will give you an overview of the standards and how they fit in when developing gifted programming. In the afternoon, be ready to dig deeper by choosing from a full range of essential topics from leading experts. Special Note:  To help build YOUR toolkit, NAGC will provide a copy of the new standards and other “how to’s” all included in the registration fee! 

Cost: $99

10:30am – 12 noon  GENERAL SESSION
Essentials of Gifted Education: Designing and Delivering Excellent Programs for Gifted Learners
Susan Johnsen
Chair, NAGC Professional Standards Committee
Baylor University, Waco, TX

This session will provide a combination of big picture and practical application. The standards should be the first component in every gifted toolkit! 

  • What are the key components of an exemplary gifted program?
  • How do the NAGC newly revised P-12 Gifted Program Standards fit into the bigger policy and service picture? 
  • How are standards currently being used to support and deliver successful programs in classrooms and districts? 

12:00noon – 1:15pm
Networking/Table Topic Luncheon

1:30 – 4:30pm 
Essential Topics  (when registering, choose one in this time frame)

W1. Program Models and Program Design in Gifted Education

New to the field of gifted education or wanting to learn more about possible program types for your gifted students? Choose this session if you want to review research-based program models for gifted learners. Models include various accelerative options such as whole-grade acceleration and subject-area acceleration, rapid progress models, partial-day and send-out models, after-school or extra-curricular program models, grouping models, and more. This session is designed to help teachers and coordinators become aware of the various ways in which schools and districts can deliver an appropriate education to our gifted children.

Karen Rogers, St. Thomas University, Minneapolis, MN

W2. Designing and Choosing Effective Curriculum for Gifted Learners: Key Considerations

What are the characteristics of quality curriculum for gifted students and what criteria should be used to chose curricular materials for them? What features are critical to consider in designing curriculum units for gifted learners? This session focuses on the design specifications for rich, complex, and challenging curriculum including attention to over-arching themes and concepts, inclusion of authentic activities and assessments, infusion of inquiry and problem-based learning activities, a focus on developing meta cognition and habits of mind, and making interdisciplinary connections. Examples of curricula that meet these criteria will be shared. This session is designed for teachers who are interested in learning how to provide rigorous, content-based curriculum to their gifted students.

Joyce VanTassel-Baska, College of William & Mary, Williamsburg, VA

W3.  Evaluation for Program Improvement and Documentation

The evaluation of gifted programs provides an opportunity to improve program planning, adjust program implementation based on sound data, and document outcomes all of which contribute to a sustainable and defensible program. The workshop begins by providing direction for creating an evaluation plan, including the identification of evaluation questions, and then proceeds to identifying sources of information and instruments for effectively carrying out the evaluation process.

Carolyn Callahan, University of Virginia, Charlottesville, VA

W4.  Creating Classroom Environments to Foster Social and Emotional Development 

This session provides a wide variety of activities to assist educators in creating classroom environments where gifted students feel welcome and respected. This interactive session will also focus on how to guide young people to self-understanding and achievement. Teachers and counselors will appreciate learning how to facilitate unthreatening and enjoyable activities to create a climate of positive support and enhance self-awareness and achievement in gifted students.

Tom Hébert, University of Georgia, Athens, GA 

W5.  Assessment and Identification 

What are the components of a comprehensive, cohesive identification system that allows all students to demonstrate their diverse characteristics and behaviors? This session will begin by exploring the issues related to identification and how educators might establish challenging learning environments so that students may express their gifts and talents. This introduction will be followed by a review of alternative and traditional assessment procedures that are non-biased and technically adequate. The session concludes by sharing ways of organizing and interpreting assessment information. Participants will have opportunities to discuss various identification procedures and examine case study information. 

Susan Johnsen, Baylor University, Waco, TX

W6.  Instructional Strategies for Differentiation within the Classroom

Making sure that gifted students are challenged in heterogeneous classrooms is so important and requires thoughtful consideration of student differences and related needs.  This "deep dive" will focus on the practice of differentiating curriculum and instruction within the regular classroom.  Covered in this session will be preassessment, differentiated assignments, differentiated products, and cluster grouping. You will learn to employ strategies that improve engagement and optimize learning for all students, including those who are gifted and talented.

Julia Roberts, Western Kentucky University, Bowling Green, KY

W7.  Effective Professional Development

The demand to provide professional development to educators of the gifted does not change even though the factors that define appropriate and successful professional development opportunities do change.  This session will reconcile the need to educate teachers about gifted students with “tried and true” as well as contemporary, research-based, and innovative opportunities that include the use of technology, in-classroom collaboration, apprenticeships, and “take-out” learning materials.

Sandra Kaplan, University of Southern California, Los Angeles, CA


W8. Creating Programs and Services to Meet the Needs of Culturally and Linguistically Different Gifted Students

The under-representation of culturally and linguistically different students in gifted education is an on-going problem. Policy makers, administrators, educators, and families are all concerned and seeking effective ways to address this problem. In this session, the presenter takes a deep, serious look at factors that contribute to under-representation. Participants will have a better understanding of ways to recruit and retain these students in gifted education, including referral, assessment, instructional practices, curriculum, and appropriate learning environments, along with family and student concerns and needs.

Donna Ford, Vanderbilt University, Nashville, TN