itag2016conferencebookletdraft

 Nurturing the Development
of the Whole Gifted Child Featuring: Ian Byrd Dr. Patricia Gatto­Walden Dr. Jim Delisle ITAG 44th Annual Conference October 17­18, 2016 Airport Holiday Inn Des Moines, Iowa 2016 Conference Committee Chair: Lorraine Duitsman Special Awards: Sue Chartier Legislative Awards: Maureen Marron Registration: JoAnne Sackett Vendors/Exhibitors: Lorraine Duitsman Breakouts: Lorraine Duitsman 2016 Exhibitors Belin­Blank Center, University of Iowa Blue Heron Beadworks Byrdseed, LLC Camp Invention Drake University Hickory Grove Press Houghton Mifflin Harcourt Imagination Iowa Iowa Academic Decathlon Association Iowa Future Problem Solving Iowa Odyssey of the Mind Kendall Hunt Publishers The Learning Post Mind Vine Press Morningside College Moss Enterprises Perma­Bound Professional Educators of Iowa School Tours of America State Library of Iowa Stories with Holes 2016 Door Prizes Courtesy of Belin­Blank Center Prufrock Press Kendall Hunt 2016 Special Guests Congressman David Young Senator Chuck Grassley Dr. Ryan Wise, Iowa Department of Education Director 2016 Sponsor BELIN­BLANK CENTER College of Education The University of Iowa 29 YEARS OF INSPIRATION AND EXCELLENCE A special thank you to the Belin­Blank Center for helping to sponsor our lunch on Monday and Tuesday. Your continued support of gifted stakeholders in Iowa is sincerely appreciated! For more information on their programs and advocacy effort for gifted children, visit: http://www2.education.uiowa.edu/belinblank/ Letter from the Conference Chair Welcome to the Iowa Talented and Gifted Association​’​s 2016 Conference: Nurturing the Development of the Whole Gifted Child Welcome to the Iowa Talented and Gifted Association’s 44th Annual Conference! We are excited to have the opportunity to bring national, state, and local professionals together to further our understanding of gifted children. The 2016 theme is ​Nurturing the Development of the Whole Gifted Child. In an age of accountability and data, we must remember that gifted children are more than high test scores and academic achievement. Along with advanced intellectual capacity, these individuals also have social, emotional, spiritual, and physical selves. Additionally, gifted children are vulnerable to social and emotional developmental challenges that stem from trying to navigate a world that often does not readily understand or accept them. The whole­child approach to gifted education emphasizes each child’s potential as a person, rather than focusing on one specific area of talent or ability. It focuses on the development of skills related to problem solving, risk­taking, interpersonal relations, and self­esteem. It balances the need for academic success with social and emotional supports to ensure gifted students thrive in all aspects of life and grow into their best and most realized selves. This year’s conference prepares educators, parents, and administrators to understand and address the social and emotional needs of their gifted students. As you set your sights on new learning, we hope you will leave this conference with in­depth knowledge and resources to transform the lives of the young people we serve. Enjoy the conference, network, ask questions, and share ideas! Lorraine Duitsman ITAG Conference Chair Instructional Coach Lewis Central High School Council Bluffs, IA
2016 ITAG CONFERENCE AGENDA AT A GLANCE SUNDAY NIGHT, October 16th Early Registration/Check in: 6:00­7:00 p.m. Pre­Conference Session: 7:00­8:00 p.m. Pre­Conference Speaker: Ian Byrd, Byrdseed, LLC Ian Byrd has taught gifted students in Garden Grove, California where he grew up as a gifted kid himself. On his journey to become a teacher, he earned a degree in Computer Science, briefly played bass in an almost successful rock band​, and married ​a fashion designer​. Byrd writes about gifted education at Byrdseed.com to an audience of over 30,000 monthly visitors and develops videos at ​Byrdseed.TV​. What is Byrdseed? Byrdseed is all about better understanding our gifted learners. Attend the pre­conference session, or stop by Byrd’s exhibitor booth at ITAG, and you’ll learn how to differentiate lessons, teach across the content areas, and appreciate ​gifted kids’ unique social and emotional needs. PRE­CONFERENCE DESCRIPTION: A gifted student’s childhood is filled with unique challenges: unrealistic expectations, difficulties finding friends, increased sensitivities, and a label that few really understand. As a grown up gifted kid and former gifted educator, Ian will speak about what these students struggle with and how we can better help them. MONDAY, October 17th Registration begins at 7:00 a.m. in the Foyer Credit and Early Bird Learning Sessions begin at 7:20 a.m. in Breakout Rooms Conference Welcome at 8:20 a.m. in Iowa A Keynote Speaker: Patricia Gatto Walden Dr. Patricia Gatto Walden is a nationally recognized licensed psychologist who has worked holistically with thousands of gifted and profoundly gifted children, adolescents, and adults for three decades. In her adjunct consulting practice, she has specialized in three areas: holistic health and well­ being, educational consulting for the gifted, and staff and program development seminars. Dr. Patty has helped parents, educators, and administrators understand and accept the multifaceted inner world, needs, and concerns of gifted individuals. It is her belief that home life, education, and counseling of the gifted must attend to the integration and enhancement of the mind, heart, body, spirit, and social self in order to attain contentment and balance in everyday life. Additionally, her career has included university instruction of doctoral level counseling trainees, counselor supervision, and educational administration. She has extensive experience guiding staff development, program development sessions, problem solving groups, and workshops. Dr. Patty has been a featured speaker at international and national gifted conferences and educational workshops and has served two terms as chair of the Global Awareness Network of the National Association for Gifted Children. She is a Senior Fellow for the Institute of Educational Advancement, which serves profoundly gifted youth through various programs including Yunasa, a holistic summer camp. Dr. Patty recently received the 2016 SENG (Social and Emotional Needs of Gifted) Clinician of the Year Award. ​After much urging from clients, educators, and colleagues in the gifted field, she is writing a book incorporating her insights and wisdom acquired through thirty years of counseling and consulting. KEYNOTE: Guidance from Within: The Daily Life of the Emotionally Gifted Emotionally gifted individuals are attuned to the seen and unseen world within and around them. They tend to be extremely sensitive and intense, have expanded awareness, profound caring natures, and are commonly propelled into action to help others. It is ordinary for an emotionally gifted person to empathically understand another’s experience or to physically “feel” what another person in proximity is experiencing. One moment they celebrate life with zest, the next they carry others’ burdens. Come learn about the vastly different inner world, wisdom, and struggles of the emotionally gifted and learn how how to protect and nurture their inner depth. BREAKOUT: Riding the Waves Through Turbulent Years Teen years are complex, and being profoundly gifted adds numerous unique dimensions to one’s inner experience. Specifically, intensity increases throughout adolescents, ushering in even greater complexity, sensitivity, and stress from the inside out. From a holistic and developmental perspective, learn the inner dynamics specific to highly and profoundly gifted youth, their overwhelming needs and concerns, and how to effectively help them navigate through these turbulent years. While addressing social unease, anxiety, perfectionism, relationship struggles, and idealism, we will also focus on what is particularly joyful throughout these years and how to support their progression towards health and well­being. KEYNOTE: Children as Ambassadors of Change Some gifted children stand out as exemplars of compassion and social justice. They have profound empathy, care about the common good, and live the principle of brotherhood and interdependence. Irrespective of age, they attain personal meaning through insight and service. This session defines holistic characteristics of their heightened development utilizing Dabrowski's theory, enumerates emotional and ethical capacities and vulnerabilities, and specifies how to support and partner with them. BREAKOUT: Demystifying the 2E Paradox Educators and parents have expectations of gifted children to demonstrate their abilities through exceptional work thereby proving their giftedness. For the twice­exceptional child, discrepancies exist between what is understood and what is shown. The incongruence between capacity and performance is frustrating and worrisome for 2E children and adults alike and is the cause of many battles at home and in school. Join me to demystify test scores, diagnosis, and inconsistent behaviors; explain how being 2E affects the whole child in current and future pursuits; and develop ways you can effectively and positively respond to these children’s needs. MONDAY (PARENT NIGHT), October 17th­­Open to the Public, Free Admission Parent Night with Jim Delisle: 7:00­8:00 p.m. in Iowa A Immediately following his Parent Night presentation, Dr. Delisle will sign books from 8:00­9:00 p.m. in Iowa A PARENT NIGHT DESCRIPTION: Parenting Precocious Kids: Understanding the Ups and Downs of Growing Up Gifted Parents of gifted children and teens have many questions about how best to meet their intellectual and emotional needs. They want to know what giftedness is and the label’s impact on other family members. They want to know how to advocate for their gifted child in a school setting mired in “bringing up the bottom” rather than “raising the bar” at the top. They want to know how to set expectations that are appropriate and attainable. And they want to know how to juggle the wide range of emotional intensities that often “comes with the territory” in raising gifted kids. TUESDAY (CONFERENCE), October 18th Registration opens at 7:00 a.m. in the Foyer Early Bird Sessions start at 7:15 a.m. Conference Welcome at 8:15 a.m. Keynote Speaker: Dr. Jim Delisle Dr. Jim Delisle has taught gifted children and those who work on their behalf for more than 30 years. Jim retired from Kent State University recently after 25 years of service as a professor of special education. Throughout his career, Jim has taken time away from college teaching to return to his “classroom roots,”volunteering as a fourth­, fifth­, and eighth­grade teacher in 1991, 1997, and 2006. Jim also taught gifted middle school students one day a week between 1998–2008 in the Twinsburg, OH, public schools. The author of more than 250 articles and 16 books, Jim’s work has been translated into multiple languages and has been featured in both professional journals and in popular media such as ​The New York Times and ​The Oprah Winfrey Show. A frequent presenter throughout the U.S., Jim has also addressed audiences in nations as diverse as England, Greece, China, Turkey, and Saudi Arabia. Jim’s wife, Deb, served as Superintendent for Public Instruction for the State of Ohio and is currently an educational consultant for various agencies. Their son, Matt, is a special effects editor in California and the source of many of their stories about raising gifted children. In his “retirement,” Jim plans to write children’s picture books where the main characters are based on young people Jim has taught or counseled during his career. TUESDAY KEYNOTE Dumbing down America: The War on our Nation’s Brightest Young Minds (and What We Can do to Fight Back) At a time when the U.S. education system consistently lags behind its international peers,​ Dumbing down America gives a glimpse into the reasons behind this sad situation, as well as a four­step plan to change the direction of our nation’s schools to better serve gifted kids., ​Dumbing down America packs a powerful message: If we want our nation to prosper, we must pay attention to its most intelligent youth. TUESDAY BREAKOUT Doing Poorly on Purpose: Underachievement and the Quest for Dignity Most of the “antidotes” for reversing academic underachievement are punitive and disrespectful. It is no surprise, then, that they are also ineffective and emotionally debilitating. This session provides a new look at “underachievement” from the eye of the students who wear this label. A series of school­based suggestions and solutions will be offered, each one bearing a similar foundation: preserving the dignity of students who choose to perform poorly on purpose. TUESDAY KEYNOTE Learning to Exhale: Meeting the Intellectual and Emotional Needs of Gifted Children Gifted children possess unique social and emotional needs that must be understood and appreciated before they can be addressed appropriately. In this session, Dr. Delisle reviews these needs and ways to deal with them both in school and at home. Some of the issues reviewed include understanding what giftedness is (…and what it is not), accepting personal imperfections in self and others, and recognizing the fact that being gifted means a whole lot more than simply being “smart.” Using specific examples from his 35+ years as a teacher, counselor, and parent of gifted kids, Dr. Delisle will bring the world of gifted children and teens to life for his audience. Monday’s Schedule At a Glance Iowa A Iowa B Iowa C Registration /Breakfast 7:00­8:00 Keynote 8:30­ 9:30 University of Iowa Credit Session Break/Lunch 10:45­12:00 Breakouts 12:00­1:00 Keynote 1:00­ 2:00 Awards 2:00 ­2:45 Break 2:45­ 3:00 Breakouts 3:00­4:00 Break 4:00­4:30 Legacy Interview 4:15­5:00 Dinner 5:00­6:30 Parent Night 7:00­ 9:00 Ballroom North Ballroom South Des Moines Room Board Rooms 1 and 2 Drake University Credit Session Building Escalating the Delightful Morningside Challenge: Math Projects College Credit Differentiation from Intriguing Session 101 Data Students Envision their Future with Real World Strategies for Meeting the Now That’s a Social and Good Question! Emotional Needs Questioning for of 2E Cognitive Rigor Opening remarks and announcements and Legacy Award in Iowa A Dr. Patricia Gatto­Walden Guidance from Within Break 9:30­ 9:45 Breakouts 9:45­ 10:45 Iowa E Registration in Foyer and Breakfast items with Vendors in Atrium. Feel free to eat in Iowa A or at tables in the Atrium. Credit and Early Bird Sessions 7:20­8:20 Welcome 8:20 Iowa D Exhibitors and Vendors in Atrium Dr. Patricia Gatto­Walden Riding the Waves Through Turbulent Years Academic Math, When Acceleration Embracing Will we Ever Empowers Intensities of Use It? Student Gifted Teens Development Beyond Hour of Code The Challenging the Gifted Education Brain Research, Importance of Mind with Basics: Program Differentiation, Fostering a 3D/VR Requirements and Growth Technology for and Supports Underachievem
Mindset in the Classroom ent Students Lunch Buffet served in the Iowa Foyer/Ballroom Foyer Feel free to eat in Ballroom Central or in Iowa A or at tables in the Atrium Con­ The Undead Building an temporary Classroom: Getting Gifted Iowa Coral Inter­ Issues/Con Incorporating Using Literature Kids Invested in Reef: A Free disciplinary temporary Iowa Learning Popular Culture Waukee’s ELP to Promote Scholarships to Service­Learning Collaborative Learning for a Solutions: Online into Lessons Programming Positive Decision Internships: STEAM Changing Science and Quality and Standards Making Fighting Hunger Project Planet Math Convenience Dr. Patricia Gatto­Walden Children as Ambassadors of Change Administrator of the Year and Legislative Awards Opportunity to visit with Senator Grassley and Congressman Young in Iowa A immediately following the awards presentation Opportunity to visit Exhibitors and Vendors in Atrium Dr. Patricia Research as Gatto Walden an Demystifying the Accelerative 2E Paradox Intervention A Guide for Future City Parents of Exploring the Cluster TAG Post­ Whole Child Grouping Secondary Through Supports the Emerging Project Based Whole Gifted Adults Learning Child Classroom Structure for Engagement After Identification: Serving Gifted ELs Equitably 21st Century Employability Skills and the Gifted Student Dessert with Vendors/Atrium Legacy Interview with Ann Boultinghouse in Ballroom North Dinner on own. Please feel free to return for our Parent Night! Dr. Delisle, Parenting Precocious Kids: Understanding the Ups and Downs of Growing Up Gifted This will be held in Iowa A and is open to the public and free of charge. Light refreshments will be provided. 7:00­8:00 Presentation, 8:00­9:00 Book Signing Instant Challenges: An Exciting Way to Teach Creative Problem Solving for K­12 Tuesday’s Schedule At a Glance
Iowa A Iowa B Iowa C Registratio
n /Breakfast 7:00­8:00 Iowa E Ballroom North Project­Base
d Learning Delivering that Effective Growth Connects Now That’s a Professional Mindset for Students to Trial by Fire! Good Question! Development These “Smart the Real Panel Questioning for for Gifted Kids” World Discussion Cognitive Rigor Programming Dr. Jim Delisle Dumbing Down America: The War on our Nation’s Brightest Break 9:30­9:45 Beyond Achievement Testing: Alternative Methods for Identifying GT Break/ Lunch 10:45­12:0
0 Breakouts 2:45­3:45 Building Resilience and Mental Perseverance: 13 Strategies Discovering Talent and Closing the Opportunity Gap Identification: First Step to Developing Talents How to be a Tech Expert When you Really Aren’t Lunch Buffet in Iowa Foyer/Ballroom Foyer Feel free to eat in Ballroom Central, in Iowa A, or in the Atrium Breakouts Everything I 12:00­1:00 Learned about GT Kids, I Found in Children’s Lit. 2:30­2:45 Students Envision their Futures with Fun, Real World Indep. Projects Opportunity to Visit Vendors and Exhibitors in the Atrium Ignite Student Nurturing Inventiveness: Dr. Jim Delisle Activating National Novel Teaming for Ourselves Nurturing Doing Poorly on the Brain­­ Writing Month Twice with the Lateral Breakouts Purpose: Activate the (NANOWRIMO): 9:45­10:45 Underachievemen Exceptionality Courage to Thinking Body Creating Writing t and the Quest be imperfect Through for Dignity Inventing Keynote 1:30­2:30 Board Room Welcome, Announcements and Distinguished Service Awards in Iowa A Welcome 8:15­­8:30 1:00­1:30 Des Moines Room Ballroom South Registration in Foyer and Breakfast items with Vendors in Atrium. Feel free to eat in Iowa A or at tables in the Atrium. Early Bird Sessions 7:15­8:15 Keynote 8:30­9:30 Iowa D Personalized Growing up Learning ­­ Gifted: Not Creating as Easy as it Online Looks Opportunitie
s Nurturing Mindfulness Through Tangles and Tiles President’s Remarks Dr. Jim Delisle Learning to Exhale: Meeting the Intellectual and Emotional Needs of Gifted Children Dessert with Vendors/ Atrium Foundations 4 Success: A How do We Social Nurture the Emotional Development of Program for the Whole Gifted Grades 3­6 Teacher? Genius Hour in Action Collaborating with Parents to Extend the School Based Curriculum Simple and Fun Tools for Differentiation Disengaged or Disenchanted? Engaging the Gifted Student Yes, Bright Students Sometimes Need Remedial Math! Opportunity for book signing with Jim Delisle in the Atrium The Social­ Emotional Needs of the Gifted Learner Blended Learning for Gifted Students Counseling Non­Conformist
s in the Classroom Passion Projects with Animals, Plants, and Technology Senior­Year Plus ­­Providing Opportunities for Creativity for Advanced, Teachers Rigorous, The Cost of Overlooking Introverts in an Extroverted (Networking Opportunity) College­level Coursework Instructional Environment 2016 Iowa Talented and Gifted Association ADMINISTRATOR OF THE YEAR AWARD Principal Jim Dermody Jim Dermody, Principal of Lewis Central Middle School, is an outstanding advocate for talented and gifted learners. Mr. Dermody is both outspoken in his advocacy of talented and gifted learners and a quiet force behind the scenes working in collaboration with the TAG Strategist in the identification of gifted students and in supporting classroom accommodations. He had created the conditions where meeting the needs of gifted students is possible through acceleration, cluster grouping, specialized classes, and teacher training. Jim also supports special services for TAG and high­ ability students. At Lewis Central, an array of special activities in TAG receive support in terms of funding, personnel, and scheduling. Jim also encourages TAG­related professional development for all teachers whose work touches TAG students. He has implemented an organizational structure in the building in which instructional coaches work with classroom teachers to support differentiated instruction to accommodate higher levels of learning. He has also allocated funds to support opportunities for general education teachers to learn about differentiation, acceleration, and cluster grouping. He makes scheduling accommodations for students and teachers; he has adjusted the master schedule to ensure effective cluster grouping and different forms of acceleration to increase student achievement. He instituted TAG seminars for enrichment and social and emotional support for TAG students as well as exploratory time for TAG students to work together on special projects. He supported the creation of an advanced middle school language arts class for high school credit. This class has resulted in significant changes to language arts at the high school, as well. Jim has helped to improve building­wide instruction in partnership with teachers, reviewing data and by setting goals for increasing student success. Jim recognizes success, pointing out gains in data, thanking teachers for their efforts, giving credit where it is due. Jim is one of the most flexible and forward­thinking administrators in Iowa. He understands that success for TAG students requires an effort from the whole school, not just one strategist. For the 2016­17 school year, Jim has planned a school­wide focus on rigor; he has demanded more for and from high­ability students and their teachers, moving beyond the status quo of Iowa Core grade­level standards. Jim goes above and beyond to support teachers, students, and families in education. Staff, students, and the community have formed numerous partnerships and have established life­long learning habits and commitments to one another. As a result of his efforts, TAG students clearly see that their roles as learners can have a wide range of effects that ripple past school walls and into the real world, where they have the capabilities to inform, impact, and change the human condition. Jim “gets” that learning isn’t about books, worksheets, and presentations; it’s about using learning to improve the world​. 2016 Iowa Talented and Gifted Association Legacy Award Ann Boultinghouse Ann’s entanglement with education began on the banks of the Turkey River in northeast Iowa in small­town Elkader. Starring in the Kindergarten Rhythm Band and a locally produced version of “Goldilocks,” she finally, twelve years later, graduated from Central High School. Further education came at SUI and assorted higher education institutions in English education. The narrative will skip over the next 80 years or so until a life­style change brought Ann back to Iowa. South of Iowa City was a school district which needed an eighth grade English teacher. More to the point, they needed a teacher who had been involved in a North Central Evaluation. She signed on for the adventure of her life with eighth graders. Two events were happening in Iowa at this time: 1) the State Legislature had invented the Area Education Agencies, and 2) there were rumblings of instituting gifted education in the state. On a dare from a maiden lady in her hometown, she applied to the AEA in northeast Iowa. She was hired as a Gifted Resource Teacher. Of course, she could do that: she had taught eighth­ and ninth­graders, and so on. Before she could resign, she helped Mid­Prairie School District start a gifted program. At this time there were no gifted education programs in the state. It was a “wing­it” situation. This allowed a newly­hired consultant at Keystone AEA to join the Iowa Talented and Gifted Association. For people with little background, it was perfect. Shortly after joining ITAG, Ann was selected to the ITAG Board. It was very important for all involved as the Board needed available members, and Ann needed indoctrination into gifted education. It didn’t matter that Dubuque was four hours away from ITAG Board activity. Ann served on the Board in a number of capacities: newsletter writer, program developer, conference presenter, state conference Co­Chair, and finally President. Probably most important during this developmental stage, there was a lot of lobbying for state funding gifted education and state acknowledgement of gifted education in terms of standards for local programs. During this time, Ann continued as TAG Consultant at Keystone AEA, even accepting another assignment as a Language Arts Consultant, while doing resource teaching for local school districts and teaching teachers. What a job! The best part of the whole life as a TAG Consultant was getting out of the nest in eastern Iowa and getting to meet the state. Really great people! Since reluctantly retiring from Keystone, Ann has left Dubuque and moved to central Iowa. While missing her Dubuque colleagues acutely, there has been a plus. While exercising at Curves in the early days, she heard an exclamation, “Well, Ann Boultinghouse!” She didn’t recognize the lady, but the friendly face and welcoming words were really appreciated! The lady with the voice had been to a number of presentations Ann made at the ITAG Conferences. Ann has made an incredible impact on gifted education and on the people she has met. We thank her for her devotion to children and educators. Distinguished Service Awards Mary Schmidt Mary Schmidt taught junior high and high school English and speech for 15 years, and although she didn’t name it “TAG” at that time, she specifically began working with gifted kids for the next 8 years of her career and realized she had been meeting many of their needs all the time she was in the classroom. She has worked at Heartland AEA for the last 15 years, and regardless what her title has been, she has been one of the state’s best advocates for gifted and talented education. Mary’s knowledge in the field of gifted education is immense, as is her passion for teaching and mentoring others. Mary, collaborating with Linda Moehring, developed an important tool for districts, the Self­Audit Reflection Tool, available to anyone on the Heartland AEA site. This online instrument allows schools to conduct a comprehensive self­study of their gifted programs. The tool provides the means for districts to review their practices, from identification through review and evaluation, and the critical components in between. This is a unique tool that is used by those beyond Iowa’s borders. In addition to all the advocacy and support she has provided through her role at the AEA, Mary launched the Gifted and Talented Academy, a five­year cohort experience, to provide exceptional professional learning experiences to interested educators new to the field. Sessions, including content in programming, curriculum/instruction, program evaluation, providing programs in a continuous improvement framework, and professional learning, were face­to­ face and spaced across the academic year, building upon previous learning. In November 2015, Mary was awarded the third annual Professional Development Award from the NAGC Professional Development Network. This was national recognition of best practices in professional learning. Mary has served on the ITAG board of directors, and from 2007­2009, served as ITAG president. She facilitated the organization and meetings of the K­16 State Gifted Leadership Meetings for many years and served on numerous task teams throughout her career. Inn retirement, she is currently serving on the state C4K Advanced Learner Task Team. She has consistently gone above and beyond in her service to gifted education and her support for gifted and talented children and their unique nature and needs. Nancy Grimes Nancy taught in four Iowa school districts with the longest career of 30+ years in Waterloo Community Schools. She was an elementary and middle school gifted teacher and coordinated the gifted programs in Waterloo for 20 years. During this time, she also was a staff development instructor, co­led district curriculum committees, and mentored new gifted resource and classroom teachers. During this time, she also taught undergraduate and graduate courses at the University of Northern Iowa and at the Belin Blank Center at the University of Iowa. Many of these courses were created by Nancy to fulfill the needs of educators preparing to teach in gifted programs and those educators trying to meet the needs of the students in regular classrooms. She has particularly focused on differentiation for both classroom teachers and gifted facilitators. Nancy’s earliest graduate teaching experience was a long distance night class from UNI. She flew from Waterloo to Council Bluffs and returned to Waterloo by midnight and then taught middle school the next day. Nancy was an adjunct in gifted education at UNI and continues as an adjunct for the Belin Blank Center at U of I. Nancy co­chaired the 1985 ITAG Conference and several CONTAG conferences held at UNI. She also served on AEA gifted leadership committees. Throughout her career, Nancy presented sessions and workshops at local, state, national, and international conferences. She continues to advocate for gifted children through her teaching and support of practicing educators. Now semi­retired and living in Waterloo, Nancy enjoys friends and family, volunteering, reading, tackling history projects, traveling, and no morning alarm. Legislative Action Awards Iowa Senator Chuck Grassley Senator Chuck Grassley has been a long­time champion for gifted and talented education in Congress. When Congress approved the Every Student Succeeds Act (ESSA) in 2015, it marked the first time that gifted education was included in federal education law. This amazing success for gifted education is attributable in part to the efforts of Senator Grassley. Senator Grassley was the Republican sponsor in the U.S. Senate of the bipartisan TALENT Act, a bill that addressed the needs of gifted students and those with the potential to achieve at high levels. Because of Senator Grassley’s voice in the Senate, provisions of the TALENT Act made their way into ESSA, including a requirement that states and districts ​must describe in their Title II plans how they meet the needs of gifted and talented students, an allowance for districts to use Title I funds for gifted and talented programming, and increased data collection and reporting on gifted and talented students. The Javits Gifted and Talented Education Program was retained in ESSA, also thanks to the efforts of Senator Grassley. Throughout his time in Congress, Senator Grassley has sponsored and supported legislation that ensures that gifted and talented students in Iowa and throughout the country have access to the education they need to reach their full potential. His legislative efforts also recognize and support the needs of teachers of gifted and talented students, so that they may receive the professional development necessary to understanding the academic and cognitive needs of their high­ability students. Senator Grassley received ITAG’s Distinguished Service Award in 2005 and the NAGC David W. Belin Advocacy Award in 2004. Senator Grassley was elected to Iowa Legislature in 1958, to the U.S. House of Representatives in 1974, and to the U.S. Senate in 1980. Iowa Congressman David Young Congressman David Young was elected to represent Iowa’s Third District in the U.S. House of Representatives in 2014. In the few short years that he has served in the U.S. House, Congressman Young has made a difference to gifted and talented education in Iowa and the nation. Congressman Young was the Republican sponsor of the House version of the bipartisan TALENT Act, a bill that addressed the needs of gifted students and those with the potential to achieve at high levels, and the bill that prompted the inclusion of gifted and talented students in ESSA. Rep. Young is a member of the House Appropriations Committee, and in that role he has been a voice for continued funding for the Javits program. Prior to his election to the U.S. House of Representatives, Rep. Young served as chief of staff to Senator Grassley. Schedule with Descriptions Sunday’s Schedule
6:00­7:00 PM Early Registration
Iowa Foyer 7:00­8:00 PM Pre­Conference Session with Ian Byrd of Byrdseed
Iowa A
Monday’s Schedule 7:00­8:00 AM Registration Iowa Foyer Breakfast with vendors 7:20­8:20 Credit Information
Atrium University of Iowa Credit Information Drake University Credit Information Morningside Credit Information Iowa B Iowa C Iowa D 7:20­8:20 Early Bird Sessions Escalating the Challenge: Differentiation 101
Iowa E (Elementary, Middle, and High School, Teachers and Administrators) Joan Jacobs and Sue Harvey, Lincoln Public Schools Creating a classroom environment that emphasizes critical thinking requires teachers to be comfortable using a wide range of strategies. Research requires that the level, complexity, and pace of curricula should be matched to a student’s readiness and motivation. This session will provide participants strategies for differentiation, including the Frayer Model, Starburst, SCAMPER, morphological synthesis, Johari Window, RAFT, and Topic Generator. Presenters will provide examples and applications across curricular areas in K­12 so that participants learn to select strategies that are congruent with the contextual purpose, teacher style, and student needs. Both new and experienced teachers will benefit from the strategies presented. Building Delightful Math Projects from Intriguing Data
North Ballroom (Elementary and Middle School, Teachers) Ian Byrd, Byrdseed Learn to develop intriguing real­world data into motivating and complex math projects for your gifted learners. Begin with authentic data, find the enticing conflict in that data, add an expert’s perspective, and build on students’ talents to finish with an interesting product. Sample data and projects will be shown. Students Envision Their Futures with Fun, Real World Indep. Projects
Ballroom South
(Elementary and Middle School, Teachers and Administrators) Melanie Bondy, Mind Vine Press This energizing teacher presentation demonstrates the creation and management of distinctive independent projects for gifted learners. Motivate even your underachievers with fun inquiry­based research that adapts to individual strengths while developing personal ingenuity and self advocacy. By integrating real­world topics with critical thinking and choice, students generate focused, in­depth life plans. Project ideas include career planning, environmental issues, appreciating people, service learning, and more. View actual student projects and portfolios, and hear inspirational stories of student growth. Entrust your student with the power of personal planning that leads to educational awakening, goal setting, and fulfillment. Strategies for Meeting Social and Emotional Needs of 2E Learners
Des Moines Room (All Levels, Teachers, Administrators, Mental Health Workers, Counselors, Students 8th grade and up) Heidi Pierce, Psychology Professor at Kirkwood Community College We all know that students are more likely to succeed academically and meet their full potential in psychologically safe environments with professionals who understand and honor their unique social and emotional needs. Professionals providing assistance to twice­exceptional (2e) students must build rapport with each student before diving into academic content. This session will provide strategies that can be used to build relationships with 2e students of all ages. Best practices for identifying and meeting the social and emotional needs of 2e children with autism, ADHD, anxiety disorders, depression, executive functioning deficits, learning disabilities, sensory processing disorder, and behavior disorders will be emphasized. Now That’s a Good Question! Questioning for Cognitive Rigor!
Boardrooms 1 and 2 (Elementary, Middle, and High School, Teachers, Administrators, Students 8th grade and up) Erik Francis, Maverik Education LLC Based on my book published by ASCD in July 2016, this professional development seminar will address professional development for staff that provides learning and understanding on both academic and social needs of gifted students. What is a good question­­ or rather, how does a good question prompt and encourage students to think deeply and express and share the depth and extent of their learning? Learn how to develop good questions that address cognitive rigor of college and career ready standards by challenging and engaging students to demonstrate higher order thinking and communicate depth of knowledge in detail, insightfully, and in their own unique way. 8:20­8:30 AM Welcome and Announcements/Legacy Award
Iowa A 8:30­9:30 AM Keynote Iowa A Guidance from Within: The Daily Life of the Emotionally Gifted (All Levels) Dr. Patricia Gatto Walden Emotionally gifted individuals are attuned to the seen and unseen world within and around them. They tend to be extremely sensitive and intense, have expanded awareness, profound caring natures, and are commonly propelled into action to help others. It is ordinary for an emotionally gifted person to empathically understand another’s experience or to physically “feel” what another person in proximity is experiencing. One moment they celebrate life with zest, the next they carry others burdens. Come learn the vastly different inner world, wisdom and struggles of the emotionally gifted and how to protect and nurture their inner depth. 9:30­9:45 Break with Vendors Atrium 9:45­10:45 AM Breakout Sessions Riding The Waves Through Turbulent Years Iowa A
(All Levels) Dr. Patricia Gatto Walden Teen years are complex and being profoundly gifted adds numerous unique dimensions to one’s inner experience. Specifically, intensity increases throughout adolescents, ushering in even greater complexity, sensitivity and stress from the inside out. From a holistic and developmental perspective learn the inner dynamics specific to highly and profoundly gifted youth, their overwhelming needs and concerns, and how to effectively help them navigate through these turbulent years. While addressing social unease, anxiety, perfectionism, relationship struggles and idealism, we will also focus on what is particularly joyful throughout these years and how to support their progression towards health and well­being. Math­­When Will We Ever Use It?
Iowa B (Middle and High School, Teachers, Administrators, Parents, Students 8th grade and up) Daniel Zaccaro, Keystone AEA
High interest math investigations that will help students see the importance of learning and understanding mathematics. Students will need insight, creative problem solving, and collaboration to find solutions for each investigation. Session will include: (1) The serious consequences that 19th century whalers faced due to their poor knowledge of fractions. (2) How people manipulate math statistics to deceive others, blurring the lines between “true” and “false.” (3) Math mistakes in the media and their repercussions. Session will also include three powerful problem solving techniques and answer the frequent complaint of math students: “When will we ever USE this?” Academic Acceleration Empowers Student Development
Iowa C (All Levels, Teachers, Administrators, Parents, Counselors, Students 8th grade and up) Dr. Laurie Croft, Belin­Blank Talent Center, University of Iowa A ​Nation Empowered, the update to ​A Nation Deceived, includes important information about the best­researched, yet most under­utilized educational option for gifted students: academic acceleration. In spite of the powerful research base supporting implementation of acceleration, school personnel may express concerns about pushing children, worrying about potential gaps in a student’s educational background. This session will provide an overview of the research about acceleration that has been published by the Belin­Blank Center, as well as where to get resources to support the practice. Embracing Intensities of Gifted Teens
Iowa D (Middle and High School, Teachers, Administrators, and Parents) Lora Danker, ITAG Board Member, and Lori Ling, College Community School District Research shows that our gifted teens live with more intensities than their peer counterparts. Helping our teens identify their intensities and grow in their understanding of them is the first step in teaching students to manage them. This session gives an overview of what the intensities are, how to work with students in using effective strategies to manage them, and practical resources to incorporate them with lesson design. Beyond an Hour of Code
Iowa E (All Levels, Teachers, Administrators, Parents, Students 8th grade and up) Kristin Flanary, Lori Ihrig, and Ashlee Van Fleet, Belin­Blank Center, University of Iowa There are an estimated 4,030 open computing jobs in Iowa, but only 380 computer science graduates in 2014, merely 60 of whom were female. What can you do to improve computer science education for your students? This presentation will highlight resources available to students, parents, and teachers interested in computer science opportunities, both inside and outside of school. We will share Belin­Blank Center opportunities for independent study and extracurricular classes designed to ignite and nurture students’ passion for computer science. We will provide additional resources for informational, advocacy, and pedagogical purposes, including those that address underrepresented populations in computer science. The Importance of Fostering a Growth Mindset in Gifted Students
Ballroom North (All Levels, All Audiences) Dr. Sally Beisser and Dr. Todd Hodgkinson, Drake University This session will focus on the nature of intelligence and why it is important to foster a growth mindset (Dweck, 2006, 2010) with gifted students by first presenting various measures of intelligence (Stanford­Binet, Gardner, Renzulli, Sternberg, Gagne). Presenters will explain the difference between “growth and fixed” mindset, then share ways to nurture a growth mindset among gifted students, their parents, and teachers. Research in support of these strategies, as well as practical classroom and parenting recommendations, will be shared in this informative, interactive session. Join us! Challenging the Mind with 3D/VR Technology for the Classroom
Ballroom South
(Elementary, Middle and High School, Teachers, Administrators) Pat Salstrand, ZSpace: Real World Virtual Reality The ZSpace Experience will provide you and your students an environment to meet the needs of the gifted learner. ZSpace allows for Challenging and fearless learning opportunities that engage and stretch the abilities of the student. Being able to work a Physics experiment in zero gravity or dissect a human brain with a purpose will allow the teacher to provide content that extends their regular curriculum and engage special interest topics for their students. Gifted Education Basics: Program Requirements and Supports
Des Moines Room (All Levels, Teachers, Administrators) Rosanne Malek, Iowa Dept. of Education, When teachers and administrators are aware of state statute, policy, and funding that requires and supports gifted education, they are better prepared to confidently provide the flexibility and opportunities needed for academic and affective development of identified gifted students. This session is designed for newly assigned to administer gifted programming in their school district. This session will introduce mandates and guidance for gifted identification, gifted programming, state funding, school district accreditation, endorsement, philosophy, and program evaluation. Participants will have time to ask questions. Brain Research, Differentiation, and Under Achievement Boardrooms 1 and 2 (All Levels, Teachers, Administrators, Parents) Deann Pair, Urbandale Community School District Teachers address 10 myths of differentiation. Information regarding brain­friendly student profiles; how the frontal lobe creates patterns, aids in long­term memory, processes higher order thinking; how the Limbic system is responsible for emotions, creates personal meaning, and the effects of endorphins and cortisol; how mirror neurons are used in learning and that social interaction/positive classroom experience is necessary; how the brain processes its priorities; how mindsets are set at a young age; brief theory regarding the development of the mylein sheath. Discussion of causes to underachievement related back to brain research and suggestions to reverse underachievement that tie to differentiation. 10:45­11:00 Break 11:00­12:00 PM Lunch Buffet In Iowa Foyer/Ballroom Foyer Feel free to eat in Ballroom Central or in Iowa A or the Atrium 12:00­1:00 Breakout Sessions Getting Gifted Kids Invested in Service­Learning in the Community
Iowa A (All Levels, Teachers, Parents, Mental Health Workers, Counselors) Dr. Sally Beisser, Drake University Gifted students generally have advanced understanding of social issues, needs in the community, social justice, and strong problem­solving skills. Perfect for service­learning! This session will explain definitions of service­learning, how service­learning fits across the curriculum, ways students can become active in community­based volunteerism, plus examples of student service­learning initiatives. You will learn research­supported benefits of service­learning, understand the four components of service­learning, ways to integrate reflection, and how to achieve maximum benefit in service­learning projects. Dr. Beisser was the Inaugural Iowa Campus Compact Service­Learning Fellow, has conducted national and international service­learning events with students in Belize and South Africa. Building an Iowa Coral Reef: A Free Collaborative STEAM Project
Iowa B (Elementary, Middle, High School, Teachers, Parents, Mental Health Workers, Students 8th grade and up) Dr. Clar Baldus, Lori Ihrig, and Ashlee Van Fleet, Belin­Blank Center, University of Iowa Want a free project that engages gifted students in environmental issues; an intersection of aesthetics, science and math? How about a project that addresses concerns and interests in gender and traditional handicraft? The Iowa Reef will provide a way for your students to connect to global issues on a local level by learning the mathematics of hyperbolic forms, the ecology of coral reefs, and the art of crocheting. Come learn how the Iowa Coral Reef project has engaged gifted students and how your students can be part of The Iowa Coral Reef. No prior crocheting experience needed, instructions provided. http://crocetcoralreef.org/ Interdisciplinary Learning for a Changing Planet
Iowa C (Middle School, Teachers) Donald Peterson, Drake University and University of Northern Iowa In this hands­on workshop, the presenter will engage participants in interdisciplinary activities that help students explore human impacts on the planet including population growth, rising global temperature, threats to biodiversity, and compromised ecosystems. The presented activities build skills in science, math, and social sciences, while applying learning to authentic problems. Activity formats include graphing and data analysis, modeling, and group problem­solving. Participants will receive lesson plans and background readings on CD­ROM matched to state standards. Contemporary Issues/Contemporary Solutions: Science and Mathematics Iowa D (​Middle School, High School, Teachers, Administrators, Curriculum Directors) Kris Kilibarda, Science Consultant, Iowa Department of Education and April Pforts, Mathematics Consultant, Iowa Department of Education The curiosity of gifted students is ripe for guiding an inquiry process in the study of science phenomenon. Integrating and identifying mathematical models keeps the inquiry process complex and students engaged. How can implementing intentional instruction in mathematical modeling provide solutions to science phenomenon? This is an opportunity to learn from and dialogue with the science and mathematics consultants at the Department of Education who will demonstrate and provide activities that integrate the study of science phenomenon with intentional mathematical modeling. This is an exciting session designed to create integrated instruction combining multiple content standards and complexity to challenge the thinking and solving processes of gifted students in middle and high school grades. Iowa Learning Online­Quality and Convenience
Iowa E (Middle School, High School, Teachers, Administrators, Parents, Mental Health Workers) Cale Roe, Iowa Department of Education, Iowa Learning Online Iowa Learning Online (ILO) offers you an opportunity to provide rigorous online course offerings to your students. Students develop online skills for future learning and are in cohorts with peers from across Iowa. All classes are taught by Iowa­licensed and appropriately endorsed teachers. Iowa Learning Online’s goal is to provide your students with opportunities to experience high­quality learning in a collaborative and interactive online environment. With more than 40 courses and a fall, spring, and summer term, check out Iowa Learning Online today! The Undead Classroom: Incorporating Popular Culture into Lesson Design
Ballroom North (Elementary, Middle, High School, Teachers) Brett Monnard and Jay Swords, Davenport Community Schools In this session, the presenters will explore how to use the cultural phenomenon of zombies to engage students across the curriculum. The techniques discussed can be applied to any pop culture topic. Building on experiences from Truman State University’s Zombie Teacher Workshop, we will use the Zombie framework to integrate inquiry and project based learning, explore cross­curricular connections, and boost student engagement. Waukee’s ELP Programming Standards
Ballroom South (All Levels, Teachers and Administrators) Brea Burrack, Cheryl Smith, and Stacie DeHaan, Waukee CSD Presenters will be taking you on their district’s journey of creating ELP Programming Standards. The journey uncovers the beginning, the end (for right now), and the messy middle. We began our journey with the end in mind: how to give high school students access to pursue passion projects through In­Depth learning projects. This work morphed into a whole­district inquiry about how to break down the standards in student­friendly language. Presenters will guide you through the process of unpacking standards and share their current documents with you. Using Literature to Promote Positive Decision Making
Des Moines Room (Elementary, Middle, and High School, Teachers, and Administrators, Mental Health Workers/Counselors) Joan Jacobs and Sue Harvey, Lincoln Public Schools Bibliotherapy enables students to examine their feelings, attitudes, and responses in light of a character who may be in a similar position so that students can practice effective decision making. Through identification with an appropriate literary model, a student can gain the ability to respect and accept others. This session will help participants to understand the issues specific to the gifted population, titles that may resonate with students, and suggestions for questioning techniques to use with them to effect positive decision making and an understanding of others. Scholarships to Internships: Fighting Hunger through the World Food Prize
2 Boardrooms 1 and (High School, Teachers, Administrators, Parents, Students 8th grade and up) Kelsey Tyrell, World Food Prize How can a student’s critical analysis of a country lead to an all­expense paid internship abroad, paid internships with federal agencies, a global conference, or scholarships at Iowa State University? At this session, discover the paths to these opportunities and how to implement the World Food Prize Program in grades 8­12. This free, youth program challenges students in areas of their interest and provides an immersive experience on Iowa State’s campus. At this session, you will receive tools for participation and resources related to hunger alleviation. With over 50% of high schools in Iowa participating, will your school be next? 1:00­2:00 PM Keynote
Iowa A Children as Ambassadors of Change (All Levels, All Audiences) Dr. Patricia Gatto Walden Some gifted children stand out as exemplars of compassion and social justice. They have profound empathy, care about the common good and live the principle of brotherhood and interdependence. Irrespective of age, they attain personal meaning through insight and service. This session defines holistic characteristics of their heightened development utilizing Dabrowski's theory, enumerate emotional and ethical capacities and vulnerabilities, and specify how to support and partner with them. 2:00­2:45 PM Administrator of the Year Presentation and Legislative Awards
Iowa A 2:45­3:00 PM Break/Visit Opportunity w/Senator Grassley and Congressman Young
Iowa A 3:00­4:00 PM Breakout Sessions Demystifying The 2E Paradox Iowa A (All Levels, All Audiences) Dr. Patricia Gatto Walden Educators and parents have expectations of gifted children to demonstrate their abilities through exceptional work thereby proving their giftedness. For the twice­ exceptional child, discrepancies exist between what is understood and what is shown. The incongruence between capacity and performance is frustrating and worrisome for 2E children and adults alike, and is the cause of many battles at home and in school. Join me to demystify test scores, diagnosis and inconsistent behaviors; explain how being 2E affects the whole child in current and future pursuits; and provide ways you can effectively and positively respond to these children’s needs. Research as an Accelerative Intervention
Iowa B (High School, Teachers, Administrators, Parents, Students 8th grade and up) Lori Ihrig and Kristin Flanary, Belin Blank Center, University of Iowa Do you have students with interests that extend beyond traditional school curriculum? Research experiences can be used as a form of acceleration to nurture these students’ passions. From big data, dance, mathematics, music, computer science, engineering, medicine, to history, and classics ­­research is more than bench science! In this session, we will describe summer research experiences available to Iowa high school students through the Belin­Blank Center. We will discuss how research experiences can prepare students for a broader circuit of state and national competitions. We will also share resources for educators wanting to develop and support their students’ aspirations. A Guide for Parents of Postsecondary Emerging Adult Children
(All levels, Teachers, Administrators, Parents, Students 8th grade and up) Iowa C Dr. Thomas J. Shaff, University of Iowa Emerging adulthood is a time of possibility, instability, intense self­focus, and change to establish a place in the world. It’s a time for exploration before commitment, enabling individuals to develop greater autonomy and independence. A 20­something realizes that home is now mom and dad’s address. They are expected to manage their money, may be paying back loans, and have moved after college and must establish vocational, social and emotional connections. For gifted people, ability has enormous impact on identity and autonomy. Parents and children must negotiate the terms of their separation in order for emerging adults to achieve identity and independence. Future City­­Exploring the Whole Child Through Project Based Learning
Iowa D (Middle School, Teachers, Administrators, Parents) Jean Oberbroeckling and Kristine Sorensen, Future City ­­Imagination Iowa Future City is a national, project­based learning program where students in 6th, 7th, and 8th grades imagine, research, design, and build cities of the future. Students work in teams to ask and answer an authentic, real­world question: How can we make a city a better place to live? As a team learns how to plan their city, research a solution to the citywide challenge, build a tabletop model and prepare a presentation for a panel of judges, the social dynamics of the group are often discussed and evaluated. As gifted students learn together, they come to appreciate what each member of the group contributes to build a successful city. Cluster Grouping Supports the Whole Gifted Child
Iowa E (All Levels, Teachers, Administrators, Parents) Laurie Croft, Belin­Blank Center, Trudy Kimble and Principal Jim Dermody, Lewis Central Research has shown that cluster grouping enhances the academic achievement for gifted children ­­as well, the practice supports the social development and academic self­esteem. How can schools effectively implement cluster grouping? How can they ensure that all of their students thrive when gifted and talented learners are clustered together for differentiated opportunities? From theory to practice, this session will provide insights into cluster grouping. Classroom Structure for Engagement
Ballroom North (Elementary, Middle, and High School, Teachers and Administrators) Deann Pair, Urbandale Community School District As the Extended Learning Teacher at Urbandale MS, I would like to share how I meet academic and social needs while gathering data to support high student engagement. The Plan, Do, Study, Act process is guided by testing data for areas of strength and areas of improvement. This process provides autonomy while allowing for progress monitoring, which shows progress in the areas of managed target dates, goal setting, enjoyment of class, engagement, and levels of challenge. This process is very student­centered and uses Shipley as a structure, along with Langford tools for gathering information. After Identification: Serving Gifted ELs Equitably
(Elementary, Middle, and High School, Teachers, Administrators, Parents) Stephaney Jones­Vo, Heartland Area Education Agency Ballroom South Though ELs struggle to reach parity of access and are underrepresented in gifted programs, identification is a small part of the puzzle. This session will explore ways of including ELs (English Language Learners) in gifted programming that focuses on student­centered development needs using an “EL Lens.” Participants will take away a higher­order thinking, along with learning language. This two­pronged approach advances the gifted curriculum and marches ELs through the requisite stages of language acquisition. Participants will take away a template to support their inclusion of ELs in meaningful programming. 21st Century Employability Skills and the Gifted Student
Des Moines Room (Middle and High School, Teachers and Administrators) Jeff Kluever, The Robert D. and Billie Ray Center at Drake University In an educational era where test scores are prized, gifted students often fall into the trap of being recognized solely for their academic competencies. Above­average test scores indicate that these students are “fine,” and not in need of further instruction. This assumption ignores the fact that gifted students may require assistance with untested “soft skills,” better known today as 21st Century Skills or employability skills. This session will demonstrate how instructors can use the Excellence with Integrity curriculum, a free online resource to integrate instruction of these 21st Century skills into their coursework and curriculum in a meaningful way. Instant Challenges: An Exciting Way to Teach Creative Problem Solving for K­12
Boardrooms 1 and 2 (All Levels, Teachers, Parents, Students 8th grade and up) Jay Swords, Davenport Community School District Can creativity and problem solving be taught? Together? In a way that’s fun and exciting? The answer to all those questions is YES! Instant Challenges provide a quick and easy method of developing creative problem solving skills that your students will beg you to do. Let the Challenges begin! 4:00­4:30 PM Break (Dessert with Vendors) 4:15­5:00 PM Iowa Legacy Interview: Ann Boultinghouse
Atrium Ballroom North 5:00­6:30 PM Break/Dinner on own 7:00­8:00 PM Parent Night
Iowa A Parenting Precocious Kids: Understanding the Ups and Downs of Growing up Gifted Dr. Jim Delisle Parents of gifted children and teens have many questions about how best to meet their intellectual and emotional needs. They want to know what giftedness is and the label’s impact on other family members. They want to know how to advocate for their gifted child in a school setting mired in “bringing up the bottom” rather than “raising the bar” at the top. They want to know how to set expectations that are appropriate and attainable. And they want to know how to juggle the wide range of emotional intensities that often “comes with the territory” in raising gifted kids. 8:00­9:00 PM Book Sale/Signing with Dr. Jim Delisle
Iowa A The ITAG Parent Night is free to attend. Light snacks and refreshments will be provided. Tuesday’s Schedule 7:00­8:00 AM Registration Breakfast with vendors 7:15­8:15
Iowa Foyer Atrium Early Bird Sessions Growth Mindset for these “Smart Kids”
Iowa B (All Levels, All Audiences) Rachel Klein, Williamsburg Community Schools Through the use of growth mindset and grit, we are challenging our students to fail. Failures don’t come easily to this group of students, because they are rarely faced with things that do not come easily to them in school, and anything that happens outside of school, they can often times give up. Developing grit in these students helps to develop the whole child and create attitudes of perseverance, flexibility, and determination that can sometimes be difficult for these students. Also discussing the fixed mindset statements (both positive and negative) that can be associated with them, ideas like “I am smart,” or “I’m gifted,” can help reduce anxiety when they are faced with challenges and don’t succeed. Growth mindset helps reinforce the idea that we are all good at certain things while we are challenged in other areas. Project Based Learning the Connects Students to the Real World
Iowa C (Elementary, Middle School, Teachers) Laura Hecht and Greg Carenza, Urbandale Community School District This session will focus the majority of the time on cross­curricular, year long projects of a student led newspaper and a student run school store. Both projects bring real world situations and relationships to students. Practical resources will be presented to guide students in leadership and problem solving strategies (David Langford’s Quality Tools, “The Leader in Me” Habits, and the Plan­Do­Study­Act (PSDA) process. Trial By Fire! Panel Discussion
Iowa D (Elementary, Middle and High School, Teachers) Carol Boyce and others, ITAG Board Join teachers who have taught five years or less in gifted education as they share the challenges and joys that come with being new to the profession. Veteran teachers are also encouraged to attend this session and join in on the discussion to share their experience, ideas, and knowledge. Following this session, there will be an opportunity for new teachers to sign up for an advisor/mentor. Now That’s a Good Question! Questioning for Cognitive Rigor Iowa E (Elementary, Middle, and High School, Teachers, Administrators, Students 8th grade and up) Erik Francis, Maverik Education LLC Based on my book published by ASCD in July 2016, this professional development seminar will address professional development for staff that provides learning and understanding on both academic and social needs of gifted students. What is a good question­­ or rather, how does a good question prompt and encourage students to think deeply and express and share the depth and extent of their learning? Learn how to develop good questions that address cognitive rigor of college and career ready standards by challenging and engaging students to demonstrate higher order thinking and communicate depth of knowledge in detail, insightfully, and in their own unique way. Delivering Effective Professional Development for Gifted Programming
North Ballroom (All Levels, Teachers and Administrators) Susan Wouters, Waukee Community School District, and Rosanne Malek, Iowa Dept of Ed. Presenting professional development to colleagues can be uncomfortable and intimidating. In this session, participants will be presented with a framework to deliver effective gifted programming professional development to colleagues who teach and support the academic needs of gifted students. This is a practical implementation process that honors your colleagues’ attitude and knowledge about gifted. Multiple gifted programming professional development delivery models will be shared including suggestions for formal and informal professional development opportunities for staff in both large and small settings, Professional Learning Communities (PLCs), leadership teams, etc. Reminder: Professional development of staff is required in Chapter 59.5(8) and Chapter 12 accreditation standards. Beyond Achievement Testing: Alternative Methods for Identifying GT Students
South Ballroom (All Levels, Teachers and Administrators) Katie Schabilion, Belin­Blank Center, University of Iowa Too often, identification decisions are driven by one or two pieces of data that may or may not capture the whole child. In this session, attendees will learn about traditional perspectives on identification, non­traditional assessment tools that can broaden the scope of the process, and methods of combining tools to increase chances of identifying students who may not be noticied through more traditional methods. The importance of the program definition will be stressed. Attendees will be encouraged to consider their program’s definition and current identification process, to understand how these methods can be incorporated and why they are important. Students Envision Their Futures: Fun, Real World Independent Projects
Moines Room Des (Elementary and Middle School, Teachers and Administrators) Melanie Bondy, Mind Vine Press This energizing teacher presentation demonstrates the creation and management of distinctive independent projects for gifted learners. Motivate even your underachievers with fun inquiry­based research that adapts to individual strengths while developing personal ingenuity and self advocacy. By integrating real­world topics with critical thinking and choice, students generate focused, in­depth life plans. Project ideas include career planning, environmental issues, appreciating people, service learning, and more. View actual student projects and portfolios, and hear inspirational stories of student growth. Entrust your student with the power of personal planning that leads to educational awakening, goal setting, and fulfillment. Building Resilience and Mental Perseverance: 13 Strategies (Elementary, Middle and High School, Teachers and Administrators) Joan Jacobs and Sue Harvey, Lincoln Public Schools Boardrooms 1 and 2 Underachievement profoundly affects gifted students, their performance in school, and opportunities in life. Presenters will discuss the importance of helping students to develop goal­oriented attitudes and to consider the positive role of productive failure. Recent research in grit, growth mind­set, and tenacity have much to teach us in gifted education about the roles they play in the lives of students. Presenters will discuss the importance of developing these habits. Participants will learn the role of long­term goals, motivation, enjoyment, self­confidence, and competence in creating a successful student and adult. 8:15­8:30 AM Welcome /Distinguished Service Award and Legacy Award
Iowa A 8:30­9:30 AM​ ​Keynote
Iowa A Dumbing Down America: The War on our Nation’s Brightest Young Minds (and What We Can do to Fight Back) (All Levels, All Audiences) Dr. Jim Delisle At a time when the U.S. education system consistently lags behind its international peers, Dumbing down America gives a glimpse into the reasons behind this sad situation, as well as a four­step plan to change the direction of our nation's schools to better serve gifted kids., Dumbing down America packs a powerful message: If we want our nation to prosper, we must pay attention to its most intelligent youth. 9:30­9:45 AM Break with Vendors
Atrium 9:45­10:45 AM Breakout Sessions Doing Poorly on Purpose: Underachievement and the Quest for Dignity Iowa A (All Levels, All Audiences) Dr. Jim Delisle Most of the "antidotes" for reversing academic underachievement are punitive and disrespectful. It is no surprise, then, that they are also ineffective and emotionally debilitating. This session provides a new look at "underachievement" from the eye of the students who wear this label. A series of school­based suggestions and solutions will be offered, each one bearing a similar foundation: preserving the dignity of students who choose to perform poorly on purpose. Teaming for Twice Exceptionality
Iowa B (Elementary, Middle and High School, Teachers, Administrators, Parents, and Mental Health Workers/Counselors) Kate Boonstra, Family and Educator Partnership Coordinator Heartland AEA and ITAG Board Member; Vicki Sanders, School Social Worker, Heartland AEA; Adam Shockey, Principal Waukee Middle School; Sara Berryman, Special Education Teacher; Alex Raiche, Social Studies Teacher; and Susan Wouters, Extended Learning Program Teacher in Waukee and ITAG Board Member. Students with multiple exceptionalities bring unique challenges to educators and parents. Hear how one multidisciplinary team of AEA staff, parents, administration, and educators (special education, gifted education, and general education) works together to serve varied and ongoing student needs. Nurturing Ourselves with the Courage to be Imperfect
Iowa C (All Levels, Teachers, Administrators, Parents, Mental Health Workers/Counselors, Students 8th grade and up) Bengu Erguner­Tekinalp, Drake University, ITAG Board Member The desire to overcome, to achieve, and to be complete motivates success in life. In teaching, where one’s competence is constantly under scrutiny, the basic motivation to overcome may turn into constant questioning of one’s abilities and competence. Sometimes we trick ourselves by believing that we have to be better to be good enough, this belief starts a never ending downward spiral. It freezes us with feelings of inadequacy and insufficiency. The purpose of this session is to learn some self­care practices, to understand the psychology behind feelings of not being enough and develop strategies to nurture ourselves. Participants will learn and practice self compassion, self encouragement, unconditional self acceptance, self nurturing, and as a result will develop the courage to be imperfect. Self nurturing is the first step for nurturing our students, after all “you cannot pour from an empty cup.” Let’s fill our cups! Activating the Brain­Activate the Body!
Iowa D (Elementary, Middle and High School, Teachers, Administrators, Parents, Mental Health Workers/Counselors, Students 8th grade and up) Linda Linn, Prairie Lakes Area Education Agency Our goal is always to engage the whole child in learning­to activate the brain! However, the brain and true learning are also linked to the rest of their bodies! This session will help you remember that learning also needs to be fun, experimental, and relationship­based. Come ready to participate, laugh, learn, and maybe be on the edge of your comfort zone! Experience brain and body learning and perhaps some stress management techniques! We will Make Machines, Find the Spy, Group Sit, Elephant, Giraffe, and Palm Tree, plus more. You’ll leave with energy and smile lines! National Novel Writing Month (NANOWRIMO): Creative Writing Iowa E (Elementary, Middle, and High School, Teachers, Students 8th grade and up) Brett Monnard, Davenport Community Schools NANOWRIMO allows students to use creative writing to explore subjects of interest to them, as well as allowing for writing as social­emotional development. Creative writing allows students to build empathy, explore topics of interest, and provide a creative outlet. This session will provide resources and guidelines to help aspiring gifted authors to develop their area of talent and seek a wider audience for their work. Though the emphasis will be on pleasure writing, methods to link creative writing to content will be discussed. Ignite Student Inventiveness: Nurturing Lateral Thinking Through Inventing
Ballroom North (All Levels, Teachers, Administrators, Parents, Students 8th grade and up) Ashlee Van Fleet and Lori Ihrig, Belin­Blank Center, University of Iowa This session will initiate a conversation about promoting inventiveness and creativity as part of talent development. The Invent Iowa program supports students’ creative thinking and problem solving through the invention process. The cultural landscape of inventing and making has dramatically changed since the program’s 1987 inception. This session will highlight updates to the Invent Iowa program and its exciting partnership with the National Invention Convention at the US Patent and Trade Office in Washington, D.C. Identification: First Step to Developing Talents
South Ballroom (All Levels, Teachers, Administrators, Parents) Laurie Croft, Belin­Blank Center and ITAG Board Member, and Lori Danker, College Community School District and ITAG Board Member National standards in gifted education state that, “All students in grades PK­12 (should) have equal access to a comprehensive assessment system that allows them to demonstrate diverse characteristics and behaviors that are associated with giftedness.” What are the best practices for identifying gifted students so that schools can provide the best possible match between abilities and curriculum? From multiple assessments to nominations and portfolios, this session will provide ideas for identification, including discovery of twice­exceptional students and gifted English Language Learners. Discovering Talent and Closing the Opportunity Gap
Des Moines Room (Elementary, Teachers and Administrators) Jenny Schiltz, Des Moines Public Schools Finding students from diverse backgrounds, especially talented students in high poverty schools, has been a challenge using traditional measures. The Des Moines Public Schools Gifted and Advanced Learner Education Program has been developing alternate identification protocols specifically targeting students in high poverty schools and from diverse backgrounds as well as differentiated programming options to help close the opportunity gap. Learn about the process used, lessons learned, and implications for the future. How to Be a Tech Expert When You Really Aren’t
​Boardrooms 1 and 2 (All Levels, All Audiences) Casey Dunley and Stephanie Davis, Des Moines Public Schools This session is designed to introduce online technology resources in a quick “fast break” way. Multiple sites will be presented to help teachers expand their toolkit of easy go­to sources. These resources can be used to help extend and enrich course content in the classroom as well as assist in personalizing learning. The session will focus on how tech resources can support teachers in differentiating instruction and provide easy formative assessment tools. Teachers will also come away equipped with resources that will aid in metacognitive reflection. 10:45­11:00 PM
11:00­12:00 PM Break/Opportunity to Visit Vendors and Exhibitors
Atrium Lunch Buffet in Iowa Foyer/Ballroom Foyer Feel free to eat in Ballroom Central or in Iowa A or in the Atrium 12:00­1:00 PM Breakout Sessions Everything I Learned about Gifted Kids, I Found in Children’s Literature
Iowa A (Elementary, Middle School, Teachers, Administrators, Parents) Christie McConathy, Kelly Bazan, and Jenny Schiltz, Des Moines Public Schools We are back with our fifth list of books that explore well­written children’s literature containing characters who display gifted behaviors. Favorite classics and newer books for primary and upper elementary as well as middle school students are included. Books can be used in classroom differentiation and in addressing the social/emotional needs of students. Nurturing Mindfulness Through Tangles and Tiles
Iowa B (All Levels, Teachers, Administrators, Parents, Mental Health Workers/Counselors, Students 8th grade and up) Stacey Snyder, Orange Elementary, Waterloo Community School District, and Barb Sowers, Readlyn Public Library. Join a Certified Zentangle Teacher and a certified Talented and Gifted Teacher to explore how they introduced fourth and fifth grade students to the art of Zentangle. Using tiles and tangles we made a connection with many of our learners. The visual­spatial­perceptual learners asked for more opportunities which eventually evolved into a “Zenth of the Month Club.” Learn the benefits of using this art form and also experience making one of your own to take with you. Growing up Gifted: Not as Easy as it Looks!
Iowa C (All Levels, All Audiences) Laurie Wyatt, Southeast Polk Community School District This panel focuses on the whole child. Students on the panel will be encouraged to share about their experiences beyond academic prowess. It will be interesting to hear about life beyond good grades! Each student will share about what it means to be gifted and the challenges they have faced growing up gifted. We will take questions from the audience. This session will be facilitated by a gifted student with adult support. Personalized Learning­­Creating Online Opportunities Iowa D (All Levels, Teachers) Evan Abbey and Denise Krefting, AEA PD Online The opportunity to learn is vital for gifted students. But, how can you extend your reach and offer enriching learning opportunities for students with limits like schedules, budgets, and your limited time? AEA PD Online can help. Through our system, free for Iowa teachers to use, you can access thousands of learning modules and build your own, assembling those into learning opportunities for students. Be it an accelerated mini­course for a student skipping a grade of math or an enrichment unit in robotics for the passionate learner, the system makes it easy to assemble and manage. Genius Hour in Action
Iowa E (Middle School and High School, Teachers) Heidi Redmond, North Scott Community School District Genius Hour is a movement that allows students to explore their own passions and encourages creativity in the classroom. It provides students a choice in what they learn during a set period of time during school. During Genius Hour, students of all levels are empowered to explore their own passions. Come learn how Genius Hour has been implemented in one school district in both a junior high and high school setting with gifted children. Simple and Fun Tools for Differentiation
Ballroom North (Elementary, Middle School, Teachers, Administrators) Ian Byrd, Byrdseed, LLC Differentiating for gifted students is intimidating and overwhelming. Discover several easy to use, pre­built tools and templates to use as first steps in meeting the needs of gifted students. PowerPoint and PDFs will be provided. Collaborating with Parents to Extend the School­Based Curriculum
Ballroom South (All Levels, Teachers, Administrators, Parents, Mental Health Workers/Counselors, Students 8th
grade and up) Heidi Pierce, Kirkwood Community College Parental involvement at school and academic support at home increases the likelihood that gifted learners will reach their full potential. Parents of gifted learners from traditionally underserved populations may not feel comfortable in the school setting. Additionally, parents may lack confidence in their ability to adequately support the education of their gifted students. Educators, administrators, and other professionals who work with gifted children can eliminate these barriers and form collaborative relationships with parents of gifted learners. Ideas for identifying and building family strengths and creating extensions of the school­based curriculum to be completed at home will be discussed. Disengaged or Disenchanted? Engaging the Gifted Student
Des Moines Room (All Levels, Teachers, Parents, Administrators) Tenneil Register, Louisa­Muscatine Schools For many gifted students, the “magic” of school ends too quickly. To engage means to be actively involved, not only on the cognitive and behavioral level, but also on the emotional level. This session will explore understanding of gifted students from the lens of each of the three components of engagement: cognitive, behavioral, and emotional. Stories of growing up gifted will be integrated into a workshop look at resources to consider and strategies for creating partnerships that increase the understanding of families, educators, and students. Yes, Bright Students Sometimes Need Remedial Math!
and 2 Board Rooms 1 (Middle and High School, Teachers, Administrators, Parents, Students 8th grade and up) Chris Schultz, Iowa State University Emotional needs of the gifted are often tied to their classroom struggles and success. Students who find that learning Mathematics is easy in elementary schools are surprised and defeated when they start to learn Algebra and do not easily understand it. Rather than sort out strategies and ask for help, they quietly survive and hate it. Developmental Math (high school Algebra 1 and 2) is very much a part of our college campuses. These past nine years, I have studied and taught students in Math 10 at Iowa State University. We will take a look at how we can change. 1:00­1:30 PM President’s Remarks 1:30­2:30 PM Keynote Iowa A Learning to Exhale: Meeting the Intellectual and Emotional Needs of Gifted Children (All Levels, All Audiences) Dr. Jim Delisle Gifted children possess unique social and emotional needs that must be understood and appreciated before they can be addressed appropriately. In this session, Dr. Delisle reviews these needs and ways to deal with them both in school and at home. Some of the issues reviewed include understanding what giftedness is (…and what it is not), accepting personal imperfections in self and others, and recognizing the fact that being gifted means a whole lot more than simply being “smart.” Using specific examples from his 35+ years as a teacher, counselor, and parent of gifted kids, Dr. Delisle will bring the world of gifted children and teens to life for his audience. 2:30­2:45 PM Dessert with Vendors/Book Signing with Dr. Jim Delisle
Atrium 2:45­3:45 PM Breakout Sessions How Do We Nurture the Development of the Whole Gifted Teacher?
Iowa A (All Levels, Teachers and Administrators) Claudia Koch, former ITAG Board Member, Linda Linn, PLAEA GT consultant, Jenny Larson, GT teacherat Manson NW Webster, JoAnne Sackett, GT Teacher at Okoboji and ITAG Board member To truly “Nurture the Whole Gifted Child,” it is vital to also nurture the Whole Gifted Teacher! We will describe how Lakeland TAG was created, as an affiliate of ITAG, to do just that. You will find out how the teachers have grown by networking with other gifted teachers, how they continue to learn with each other,and how they offer learning opportunities for their students at all levels. Lakeland TAG sponsors an Elementary Product Conference, a Middle School 21st Century Skills Conference, and a High School Touched by Science workshop. We hope to grow this type of nurturing in your part of the state! Foundations 4 Success: A Social­Emotional Program for Grades 3­6
Iowa B (Elementary and Middle School, Teachers, Administrators, and Parents) Brett Monnard and Lori Stephens, Davenport Community Schools Because gifted children demonstrate greater maturity in some domains than in others, they may be at greater risk for specific kinds of social­emotional difficulties if their needs are not met. These aspects may include heightened awareness, anxiety, perfectionism, stress, issues with peer relationships, and concerns with identity and fit. Parents, adults, and caregivers in their lives need to stay in tune with their specific child’s needs, and help shape a strong framework for social­emotional health. This program offers a number of ready to use lessons to help young students understand their giftedness, and how it impacts their educational, emotional, and social lives. The Social­Emotional Needs of the Gifted Learner
Iowa C (Elementary, Middle and High School, Teachers, Administrators, Parents, Mental Health Workers/Counselors) Penny Watgen, Southeast Polk Community School District I will discuss the many social and emotional needs of the gifted student and how they vary from non­gifted peers. Topics touched will include perfectionism, underachievement, depression, issues fitting in with peers, and how we can help support our students and families. Resources will be provided for educators and to share with families, along with ideas on how we can help our students navigate through issues and build up their self­esteem. Blended Learning for Gifted Students
Iowa D (All Levels, Teachers) Evan Abbey and Denise Krefting, AEA PD Online Blending learning, or the blending of online with face­to­face learning, has many benefits for teachers. One that often gets lost: Blending learning allows a classroom teacher to empower gifted learners by allowing them access to curriculum at their time, place, and pace. This session focuses on the basics of blended learning, as well as how you can help your collaborative teachers implement it in their classroom. Counseling Non­Conformists in the Classroom
Iowa E (Middle and High School, Teachers, Parents, Students 8th grade and up) Jay Swords, Davenport Community School District Gifted students do not fit the mold common in most schools and guidance counselors rarely have the time or training to help them deal with what they face. Gifted teachers can help fill this gap and guide these students to more successful interactions with adults and peers. They’re kids no teacher wants in their classroom and can’t understand why they’re in yours. This session will argue for a redefinition of underachievement and provide practical suggestions for how to identify and work with this at­risk population. Passion Projects with Animals, Plants, and Technology
Ballroom North (Elementary, Middle and High School, Teachers, Parents) Cindy Hall, Iowa Agriculture Literacy Foundation Do you have a student who is obsessed with anything with a motor, absolutely loves animals, or has a hard time focusing in the fall because they would rather be home helping with the harvest? This session will focus on creating areas of independent study related to students’ interests in animals, plants, mechanics, and technology. Agriculture is all around us in Iowa, and it is filled with real­world connections to science, STEM, and social studies concepts. We will highlight these connections, share project ideas, independent learning project tips, and help connect you with innovative passionate people working in agriculture to help your students. Senior Year Plus – Providing Opportunities for Advanced College­level Coursework Ballroom South (Middle School and High School, Teachers, Parents, Administrators, and Counselors, Students 8th grade and up) Zoë M. Thornton, PhD, Iowa Department of Education Iowa leads the country in joint enrollment, with more than 44,000 high school students enrolled in college­level coursework in 2015. This session will provide an overview of Iowa’s Senior Year Plus, which serves as an umbrella for a variety of programs for students to supplement their high school curriculum with challenging college coursework including: Postsecondary Enrollment Options (PSEO), concurrent enrollment, Advanced Placement (AP), regional centers, and Project Lead the Way (PLTW). Join this session to learn about the variety of opportunities available for students, as well as the practicalities you need to know for assisting students and expanding opportunities available. Creativity for Teachers
Des Moines Room (Elementary, Middle, and High School, Teachers, Administrators, Parents, and Students 8th grade and up) Dr. Thomas J. Shaff, University of Iowa Learn what creativity is and how to teach it, how creativity is blocked and how to unblock it, how to incorporate creativity into everyday lessons and manage and evaluate student projects. Committing to teach it in school confirms that creativity is valued in education and as preparation for life. Creativity is intrinsic to human adaptation, learning, knowledge, and the practical foundation of our constructed world. Think of it as the fuel that drives the engine of innovation that produces wealth and opportunity for all. The Cost of Overlooking Introverts in an Extroverted Instructional Environment
Board Rooms 1 and 2 (All Levels, All Audiences) Diane Pratt, Fort Dodge Community School District Today’s classrooms are designed to facilitate extroverted learning: quick answers, group work, lots of movement, and often plenty of noise! But some research suggests that up to 70% of gifted learners are introverts. Continual collaboration does not always allow for their best contributions. Let me share some strategies that will honor the introverted learner within good instructional design and the introverted teacher with strategies that may alleviate burnout. These approaches can extend the way you differentiate for learners in your gifted classroom and provide advice you can share with classroom teachers. RESOURCES 2016 ITAG Conference Survey goo.gl/D5Y6Ke Twitter Hashtag: #itag16 Conference Handouts http://www.iowatag.org/events/speaker­hand
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