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Thursday, October 13
 

7:30am CDT

On-Site Pre-Conference Session Registration
Thursday October 13, 2016 7:30am - 8:30am CDT
Registration 1
  Registration

7:45am CDT

Pre-Conference Continental Breakfast
Breakfast for those registered for a pre-conference session
Thursday October 13, 2016 7:45am - 8:45am CDT
Ballroom hallway
  Meal

8:30am CDT

PreCon 1: Engaging and Challenging All Learners: Making it possible using DOK levels
Feedback Survey
In this workshop, Dr. Brulles will introduce a lesson format and instructional procedure that allows teachers to make depth and complexity accessible to all students at their various challenge levels. This semi-structured process provides rigor and challenge through content enrichment while respecting students’ different interests and learning styles.  

During this workshop, participants will:


  • Examine lesson samples in each major content area that consist of learning activities aligned to national content standards, embed ELA Common Core Standards, and correlate to Depth of Knowledge (DOK) levels. 

  • Practice designing lessons that emphasize interdisciplinary learning, provide real world connections, and engage students in relevant and meaningful learning opportunities.


Speakers
avatar for Dina Brulles

Dina Brulles

Director of Gifted Education, Arizona State University
Dina Brulles, Ph.D., is the Gifted Education Director at Paradise Valley USD where she has developed a continuum of gifted programs. She is also the Gifted Program Coordinator at ASU. Dina serves on the NAGC Board of Directors as Governance Secretary. Dina co-authored the books:  A... Read More →

A Moving on Up pdf
B 53ways check for understanding copy 2 pdf
C Most Difficult First docx
D Assessing activity docx
E DOK Wheel Slide pdf
F DOK Padagogy Wheel pdf
G Continuum of Complexity doc
I Hess Cognitive Rigor matrix pdf
J DOK Content areas pdf
WATG Precon Brulles ppt
Thursday October 13, 2016 8:30am - 11:30am CDT
Wilderness Ballroom 1/4
  Pre-Conference

8:30am CDT

PreCon 2: Supporting Wellness in Our Gifted Students
Feedback Survey
Giftedness stretches far beyond performance.  These children and youth tend to have specific and intense psychosocial needs and traits that make them vulnerable to misdiagnosis, missed diagnosis, behavioral or mental health issues, relational conflicts, and academic underperformance.  In this workshop we will briefly discuss factors contributing to the un-wellness of many of our gifted students, and then spend the majority of our time considering interventions to help them move toward greater wellness.  Specific attention will be given to modulating intensities, understanding and managing anxiety, and understanding and responding to existential depression.  Interventions useful in the classroom, a counselor's office, and at home will be discussed and practiced. 

Outcomes: Participants will be able to...


  • Identify at least 3 factors contributing to psychosocial dysregulation in gifted students

  • Identify and implement at least 3 interventions to help gifted individuals manage anxiety effectively

  • Identify and implement at least 3 interventions to help gifted individuals regulate mood effectively.

Speakers
avatar for Heather Boorman

Heather Boorman

Therapist, The Fringy Bit
Heather Boorman is a homeschooling mom and therapist who specializes in supporting families living with the joys and challenges of atypical developmental needs. Additionally, Heather is the author of The Gifted Kids Workbook (August 2018) and writes & podcasts at The Fringy Bit to... Read More →

GT Wellness Handouts pdf
Thursday October 13, 2016 8:30am - 11:30am CDT
Sandstone Ballroom 3
  Pre-Conference

8:30am CDT

PreCon 3: Maximizing Potential via Structures and Strategies
Feedback Survey
Come hear how Baraboo has transformed its middle-level English language arts program through a combination of implementing a total school-wide clustering model combined with subject-level acceleration opportunities.  Additionally, we will showcase-- through rapid-fire book talks-- the depth and breadth of contemporary, multicultural young adult literature that we use in our literature circles that we attribute to helping us close the achievement gap and raise the roof on learning for all.  

Outcomes. Participants will...


  • Walk away with resources that will help them create structures in their own schools that remove barriers to learning

  • See how clustering can be implemented in middle level ELA classrooms

  • Have the tools necessary to facilitate the implementation of subject-level acceleration

  • Be provided an overview (and a list) of at least 20 contemporary multicultural young adult titles

  • Recognize the need to ensure all students have an opportunity to see themselves (and others) represented in the literature we teach

Speakers
avatar for Rita Ehlert

Rita Ehlert

Grade 8 English, Baraboo School District
This is my 18th year teaching in Baraboo, and I still love my job. I am an avid reader and love putting the right books into the hands of my students. In an effort to differentiate instruction in the classroom and to inspire a love of reading amongst our students, we utilize literature... Read More →
avatar for Jane McMahon

Jane McMahon

Instructional Coach and Gifted and Talented Coordinator, Baraboo School District
I am currently serving as a K-12 instructional coach. I was an English teacher in Baraboo for 25 years and recently served as Wisconsin's 2014 Wisconsin Teacher of the Year. I am an avid photographer, fly-fisherwoman, and baseball fan.
avatar for Maggie Schumacher

Maggie Schumacher

Literacy Coach, Baraboo School District
I am a middle school literacy coach in my twelfth year in education. Prior to literacy coaching, I worked as a middle school teacher of students with learning disabilities. I love adolescent literature and getting struggling readers hooked on books! I enjoy traveling and exploring... Read More →

Maximizing Potential Through Structures and Strategies WATG 2016 pptx
Thursday October 13, 2016 8:30am - 11:30am CDT
Tundra A-B
  Pre-Conference

8:30am CDT

PreCon 4: Help! I'm a New Coordinator!
Feedback Survey
Feel overwhelmed by your new role as a G/T coordinator? Not sure where to start?!

This session will help guide you in developing some initial steps, including what questions should you ask and what to look for and think about as you either strengthen or build a gifted program in your school or district.

Questions addressed in this session include:


  • What am I supposed to do? (Wisconsin Law concerning Talented and Gifted)

  • Where do I find out? (Navigating the DPI Website, District Mission Statement)

  • What is being done now and how well is it working? (Information Gathering)

  • Can RTI serve gifted students well? (Programs vs. Programming, Pull-out vs. Push-in, Differentiation in the general education classroom, etc.)

  • What kinds of resources are there in addition to in-school curricula?

  • What are strategies for identifying advanced student need across populations? (Various assessment tools, young children, students from diverse cultures, children from low income families, children of color, etc.)

  • What social and & emotional concerns do I need to watch for and what is my role in helping such students? (Partnering with parents, psychologists and others)

  • When and how do I need to involve parents in decision-making? (DEPs, IEPs and other issues)

  • How do I know if things are working well for gifted students in my school/district? (Program evaluation, progress monitoring, statistical analysis--growth of identified students, etc.)

  • How will I be evaluated as a Coordinator? (Educator effectiveness and you!)

Speakers
avatar for Sue Schaar, Ed.D.

Sue Schaar, Ed.D.

Sue Schaar realized in her first year of teaching that gifted children were not getting what they needed and has made it her lifelong passion to serve and advocate for them. She earned her doctorate in Education of the Gifted from Teachers College, Columbia University in 1992. In... Read More →

gap analysis chart annotated SAS doc
GTLawRegs.Notes.10.2013 (1) doc
NAGC K 12 program stds pdf
NAGC Standards page docx
Q+A on ESSA (web) pdf
Resources docx
Things I've learned docx
What the Law Says Final docx
WATG.2016.SASSJP.Precon pdf
Thursday October 13, 2016 8:30am - 11:30am CDT
Tundra E-F
  Pre-Conference

8:30am CDT

PreCon 5: Personalization for Advanced Learners Using Technology
Feedback Survey
Finding ways to differentiate instruction for all learners is a daunting task for teachers and administrators.  Incorporating online learning on a regular basis in the classroom is the best and most efficient way to both embrace students’ love of technology and personalize instruction to meet the needs of all learners.  

This interactive workshop will introduce participants to the wide variety of online learning tools that personalize learning for everyone.  These mostly free online learning tools allow teachers to set the pace for instruction, differentiate for both review and enrichment, and encourage students to take ownership of their own learning.  Come discover how you can use these online technology resources on a regular basis in your school to maximize student growth and potential. 

Please bring your computer and your classroom schedule so we can work together to find ways to make online learning happen on a regular basis for you and your students!

Alignment with NAGC Standards: 
1.6. Students with gifts and talents benefit from meaningful and challenging learning activities addressing their unique characteristics and needs; 
2.4. Students with gifts and talents demonstrate advanced and complex learning as a result of using multiple, appropriate, and ongoing assessments; 
3.4. Students with gifts and talents become independent investigators;
3.6. Students with gifts and talents benefit from gifted education programming that provides a variety of high quality resources and materials;
5.1. Students with gifts and talents participate in a variety of evidence based programming options that enhance performance in cognitive and affective areas.
Speakers
avatar for Kim Jennings

Kim Jennings

Gifted Coordinator, Aspire Memphis
My name is Kim Jennings and I am excited for you to join me for my session on Technology for advanced learners. This is my 11th teaching and my 8th in gifted education. I received my Master's Degree in Gifted Education from the University of Northern Iowa. I am currently the Gifted... Read More →

Thursday October 13, 2016 8:30am - 11:30am CDT
Sandstone Ballroom 8-9
  Pre-Conference

11:00am CDT

On-Site Conference Registration
Thursday October 13, 2016 11:00am - 1:00pm CDT
Registration 1
  Registration

11:00am CDT

Vendor Exhibits, Art Exhibits, Silent Auction (ends at noon on Friday!)
Thursday October 13, 2016 11:00am - 6:30pm CDT
Sandstone Ballroom
  Exhibits

11:45am CDT

Lunch
Thursday October 13, 2016 11:45am - 12:45pm CDT
Ballroom hallway
  Meal

12:45pm CDT

Opening Remarks
Thursday October 13, 2016 12:45pm - 1:00pm CDT
Sandstone Ballroom
  Keynote

1:00pm CDT

Keynote: Building Comprehensive Gifted Services that Embrace Diversity: Beyond Imagining
“All gifted is local,” a phrase coined by NAGC’s Legislative Advocate Jane Clarenbach, refers to the fact that no federal mandate or funding for gifted education exists in schools. Thus, our gifted students rely on us, on what we do at the state level, at the district level, at the school level, and most importantly, in the classroom to provide appropriate services for our gifted students and training for their teachers.  Regardless of whether your school or district has funding or support, there are methods and strategies that can help integrate the needs of our diversely gifted learners into every aspect of school. 

In this presentation, Dr. Brulles will introduce steps toward:


  • Serving a gifted population that reflects the schools demographics

  • Providing training in understanding affective and academic needs of diverse gifted students

  • Embedding gifted services into school structures and initiatives

  • Ensuring teachers have the training necessary to differentiate instruction, accelerate curriculum, and provide enrichment opportunities

  • Monitoring academic progress among the various subpopulations

  • Increasing diversity by providing professional development and identifying Culturally and Linguistically Diverse students

  • Enfranchising students from disadvantaged and underrepresented populations

  • Monitoring academic growth of all G/T students to modify services

  • Developing a continuum of services in response to students’ needs

  • Building stakeholder support, including parents, school staff and district administrators

Speakers
avatar for Dina Brulles

Dina Brulles

Director of Gifted Education, Arizona State University
Dina Brulles, Ph.D., is the Gifted Education Director at Paradise Valley USD where she has developed a continuum of gifted programs. She is also the Gifted Program Coordinator at ASU. Dina serves on the NAGC Board of Directors as Governance Secretary. Dina co-authored the books:  A... Read More →

WATG Keynote Brulles HOs pptx
Thursday October 13, 2016 1:00pm - 2:00pm CDT
Sandstone Ballroom
  Keynote

2:15pm CDT

1A: Goal Setting & Progress Monitoring with Advanced Learners
Feedback Survey
In this interactive session, participants will learn about data-based considerations, strategies, and resources we've developed in Wauwatosa for making decisions to support advanced learners in our RtI system. Specifically, we will focus on ways we have set appropriate goals, selected measures to monitor progress, and documented instructional plans. School examples and templates will be shared during this session.

Learner Outcomes:

NAGC Programming Standard 2: Assessments provide information about identification, learning progress and outcomes, and evaluation of programming for students with gifts and talents in all domains.
Speakers
avatar for Jeanne Paulus

Jeanne Paulus

GT Coordinator, Wauwatosa School District
I am currently the K-12 Gifted and Advanced Learner Coordinator for the Wauwatosa School District. Previously, I was an elementary G/T resource teacher, technology resource teacher, Title I math instructor, and classroom teacher (grades 1-6). I am a Supporting the Emotional Needs... Read More →

WATG 16 Goal Setting & Progress Monitoring Post pdf
Thursday October 13, 2016 2:15pm - 3:30pm CDT
Wilderness Ballroom 1
  Breakout Session

2:15pm CDT

1B: How Do We Identify for Subject Acceleration?
Feedback Survey
Does your district accelerate high-achieving students in math? If so, how do you identify students who could benefit from this, and at what grade level(s) do you accelerate them? It may be harder than you think to create an identification plan that neither depends on a one-time test nor is driven by subjective factors, on the one hand, but also satisfies deep-seated concerns and generates consensus among stakeholders, on the other. In this presentation I will share 1) how I navigated this process at my school to create a formalized Math Plan based on Lohman and Renzulli’s “Simple Procedure for Combining Ability Test Scores, Achievement Test Scores, and Teacher Ratings,” and 2) how this process has been working for the past two years.

NAGC K-12 Programming Standards:
2.2.1. Educators establish comprehensive, cohesive, and ongoing procedures for identifying and serving students with gifts and talents.
2.2.3. Assessments provide qualitative and quantitative information from a variety of sources, including off-level testing, are non-biased and equitable, and are technically adequate for the purpose.
2.3.1. Educators select and use non-biased and equitable approaches for identifying students with gifts and talents, which may include using locally developed norms
Speakers
avatar for Lorie Raihala

Lorie Raihala

Language Arts/Social Studies/Drama Teacher, EAGLE School
I came to Gifted Education through my children. During their school years I became well-versed in networking and advocacy with other parents in the Madison Metropolitan School District, and as part of the MMSD TAG Advisory Committee  I helped the MMSD write its first TAG Plan in... Read More →

Lohman & Renzulli Procedure for Combining Ability, Achievement, and Teacher Rating Scores to Identify pdf
Math Plan Worksheet à la Lohman & Renzulli pdf
Indiana Identifying Students with High Abilities pdf
How do we identify for subject acceleration (1) pdf
Thursday October 13, 2016 2:15pm - 3:30pm CDT
Wilderness Ballroom 4
  Breakout Session

2:15pm CDT

1C: Leadership Camp for Fourth Graders
Feedback Survey
Description
The session will focus on how to successfully implement a leadership program for 4th grader. Topics covered will be:  a 2 day summer leadership camp training, student awareness of learning style, including multiple intelligence, brain based learning, and True Colors, as well as service learning, and an iMovie which showcases each student's learning throughout the Leadership Program.  Materials will be provided so that session participants could start a Leadership Program after returning from the conference. 

Outcomes
Participants will be able to identify students who have leadership talent, as well as implement a successful Leadership program that incorporates service learning.
Speakers
avatar for Donell Bonetti

Donell Bonetti

Elementary Enrichment Resource Teacher, Unified School District of De Pere
I have taught 7th grade math for over 20 years. Within the last 3 years, I have been working with GT elementary students. I have implemented computer coding, Breakout.edu, Forensics, Leadership Camp, and many more activities for K-4 graders to help challenge their learning. I am... Read More →

Followupmeetingssessions234 pdf
Initialparentemail pdf
introvert vs extravert survey pdf
LeadershipCampAgenda2016 pdf
MyLearnerProfile pdf
Right brain vs. left brain survey pdf
RightorLeftBrain pdf
What’s Your Learning Style pdf
LeadershipRatingScaleElementarydescriptors2016.docx pdf
WATG Presentation (1) pptx
Thursday October 13, 2016 2:15pm - 3:30pm CDT
Tundra A-B
  Breakout Session

2:15pm CDT

1D: Poverty: The Impact on Students and What We Can Do
Feedback Survey
This session will focus on the risk factors associated with students of poverty and suggestions on ways to engage these students in learning and overcoming these adverse effects.

Outcomes

NAGC Standard 1: Learning and Development

To be effective in working with learners with gifts and talents, teachers and other educators in PreK-12 settings must understand the characteristics and needs of the population for whom they are planning curriculum, instruction, assessment, programs, and services.  Knowing the impact of poverty, these educators will make changes to the instruction based on researched practices.

Standard 4: Learning Environments

Educators will reflect on their district, school, or classroom environments in relation to students living in poverty.  They will set goals of ways to make changes to the environment to address the needs of these students. 
Speakers
KS

Kristin Schlingman

Teacher, School District of Cudahy

Poverty Ch. 6 pdf
Thursday October 13, 2016 2:15pm - 3:30pm CDT
Tundra C-D
  Breakout Session

2:15pm CDT

1E: Using Google Classroom to Extend Learning
Feedback Survey
Are you in search of a great way to extend learning for your advanced and gifted learners?  Have you tried Google Classroom? In this session, you will learn not only how to use Google Classroom, but also how to implement it to provide extensions for students who need more challenge!

NAGC Standards:
1.6. Cognitive and Affective Growth. Students with gifts and talents benefit from meaningful and challenging learning activities addressing their unique characteristics and needs. -
3.3. Talent Development. Students with gifts and talents develop their abilities in their domain of talent and/or area of interest.
3.4. Instructional Strategies. Students with gifts and talents become independent investigators.
5.1. Variety of Programming. Students with gifts and talents participate in a variety of evidence-based programming options that enhance performance in cognitive and affective areas.
Speakers
avatar for Stacci Barganz

Stacci Barganz

GT Coordinator, Fort Atkinson School District
Passionate about Personalized Learning, Gifted Education, and Technology Integration. Google Certified Trainer and EdTech Consultant. Content Creator for Kyte Learning and Atomic Learning. SLALN President. National Javits-Frasier Scholar. Most Important: Believer, Wife, Mommy... Read More →

Thursday October 13, 2016 2:15pm - 3:30pm CDT
Tundra E-F
  Breakout Session

2:15pm CDT

1AEXH: Using Assessment with Validity and Equity for Identification (Houghton Mifflin Harcourt)
Feedback Survey
EXHIBITOR SESSION: (HOUGHTON MIFFLIN) 
Ability tests such as CogAT® are often used for high-stakes placement decisions in Gifted and Talented programs. These tests must provide both reliable measures of ability and be valid for the purposes of use. This session will address factors related to the reliability and validity of ability test scores such as: 
  • How long do I need to wait before retesting a student?
  • When is an ability score too old to use?
  • What effect does practice have on scores and score validity?
  • Are certain types of ability scores – verbal, quantitative, or nonverbal – more predictive of student success and achievement?
  • Is test score validity an issue in identifying ELL students?
Learner Outcomes:

 

  • Understanding of the meaning of Validity as it relates to assessment for G & T
  • Understanding best practices for the use of multiple measures in identification
  • Understanding the role of "nonverbal" (or figural) assessment for ELL students

 

Speakers
VD

Victoria Driver

Senior Project Manager, Houghton Mifflin Harcourt

Exhibitors
avatar for Houghton Mifflin Harcourt

Houghton Mifflin Harcourt

REFRESHMENT BREAK SPONSORChanging people's lives by fostering passionate, curious learners.

Thursday October 13, 2016 2:15pm - 3:30pm CDT
Sandstone Ballroom 3
  Breakout Session   Exhibitor Session

2:15pm CDT

1EXH: Inquiry Learning and Leadership in the GT classroom (Great Books Foundation)
Feedback Survey
EXHIBITOR SESSION: GREAT BOOKS FOUNDATION
Experience The Great Books Shared Inquiry method of learning in this hands-on session.  From pre-reading, to marking the text, and thinking critically about content,  each participant will share ideas and support their views with evidence.   Each educator will leave with a full unit plan. 
Speakers
avatar for Great Books Foundation

Great Books Foundation

Director, Great Books
NETWORKING RECEPTION SPONSORThe Great Books Foundation is an independent, nonprofit educational organization that creates reading and discussion programs for students and adults. Through Shared Inquiry™ discussions of enduring literature, we advance social and civic engagement... Read More →
FH

Thursday October 13, 2016 2:15pm - 3:30pm CDT
Sandstone Ballroom 8-9
  Breakout Session   Exhibitor Session

3:30pm CDT

Sponsored snack break
Thursday October 13, 2016 3:30pm - 3:45pm CDT
Ballroom hallway
  Networking   Snack

3:45pm CDT

2A: Sparking Innovation: Creativity and Code
Feedback Survey
Who is successful and why? According to MacArthur Genius Grant winner Angela Lee Duckworth, the key is grit and as educators, we need to be gritty about getting our kids grittier.
How can we create opportunities within the often-restrictive parameters of the current education system for fostering grit? The answer is coding.

 Attend this session and learn how to implement coding within the classroom and beyond to spark creativity, empower motivation, and simultaneously address the Common Core State Standards, all with free, easily accessible technologies. Come with curiosity and leave with tools for implementing coding.

Participants are encouraged to bring an internet connectable device. This session is designed for elementary and middle school teachers with no prior coding knowledge and experience.

Outcomes

 


  • Learn the basics of computer programming so that they are able to implement coding lessons in their classrooms.

  • Use digital media and environments to support individual learning.

  • Plan and manage the art of blending human ideas and digital tools to increase problem solving power.

  • Spark students to demonstrate creative thinking, construct knowledge, and develop innovative products and processes.


 
Speakers
avatar for Ulrike Balistreri

Ulrike Balistreri

G/T Coordinator, Kimberly Area School District
My name is Ulrike Balistreri and I am the Gifted and Talented Coordinator and resource teacher for students in grades 5-8. This is my 22nd year working with gifted students and their teachers in the Kimberly School District. Before that, I taught for several years in the regular classroom... Read More →
KZ

Kelly Zaletel

My journey as an educator of gifted and talented students began at a gifted magnet school fresh out of college quite some time ago. At the time, I was fortunate to have the opportunity to further my education through master's level coursework in gifted education. My first teaching... Read More →

WATG 2016 Creativity & Code (1) pdf
Thursday October 13, 2016 3:45pm - 5:00pm CDT
Wilderness Ballroom 1
  Breakout Session

3:45pm CDT

2B: Differentiation and Independent Studies for GT
Feedback Survey
Learn how to differentiate and even personalize learning for gifted learners in the general classroom, even with limited resources. As a classroom teacher, I have developed various learning models that enrich curriculum for all students. Students receive a more personalized education with various tools that I have developed and continue to develop. I will be presenting these tools that support GT learners in the general classroom as well as a variety of creative ways to engage all learners across a variety of disciplines. I will also be sharing a framework for independent studies and passion projects that supports the needs of gifted learners. Goal setting tools and rubrics will also be included in the presentation that help support students and keep kids accountable.

NAGC Standards:

3.1.3. Educators adapt, modify, or replace the core or standard curriculum to meet the needs of students with gifts and talents and those with special needs such as twice-exceptional, highly gifted, and English language learners.

3.1.4. Educators design differentiated curricula that incorporate advanced, conceptually challenging, in-depth, distinctive, and complex content for students with gifts and talents.

3.4.4. Educators use inquiry models to meet the needs of students with gifts and talents.

3.6.1. Teachers and administrators demonstrate familiarity with sources for high quality resources and materials that are appropriate for learners with gifts and talents.

2.2.2. Educators select and use multiple assessments that measure diverse abilities, talents, and strengths that are based on current theories, models, and research.

2.4.2. Educators use differentiated product-based assessments to measure the progress of students with gifts and talents.
Speakers
avatar for Heather Gayton

Heather Gayton

Educator, SPASD - Creekside Elementary
I am a 5th Grade Teacher at Creekside Elementary School. I am currently implementing curriculum enrichment practices across all units of study in our fifth grade curriculum. I am an advocate for challenging advanced learners and love implementing best practices and tools from professional... Read More →

Independent Studies in the General Education Classroom pptx
Independent Studies in the General Education Classroom (1) pdf
Thursday October 13, 2016 3:45pm - 5:00pm CDT
Wilderness Ballroom 4
  Breakout Session

3:45pm CDT

2C: Planting the Seeds of a Growth Mindset
Feedback Survey
Early childhood builds the foundation for a student's education and gifted students have a need for program extensions. Advanced knowledge acquisition is expected, but that's just part of their plan; extension plans must include considerations for the whole child. Knowledge acquisition, creativity, problem solving, task commitment, communicating ideas and citizenship are woven into an advanced math program that builds in intensity each year. Attendees will also learn how to use an emotion identification scale and problem solving strategy charts to help students grow into independent learners and avoid the impostor syndrome. With hard, valuable, creative work, students earn the powerful feeling of pride.

 Outcomes
Attendees will learn about growth mindset and the impostor syndrome while being shown an extension program that prepares students for a differentiated math path. Attendees will be given an emotion identification scale and problem solving strategy charts that are tools for helping students handle feelings that surge through them when encountering challenges. If a child does not encounter frustrating challenges at an early age, their eventual experiences with frustration may lead them to think, "I'm not smart anymore" or "I'm a fraud, everyone's going to find out I'm not smart". Research has shown emotions are closely tied to achievement so students need to understand their emotional swings. My extension program starts with kindergarten activities that require progress over time, to first graders facing perplexing problems in logic, to second and third graders being immersed in design frustrations. Students discover that hard, valuable, creative work, equals pride. H+V+C+W=P
Speakers
avatar for Carol Greig

Carol Greig

Advanced Learner Resource Teacher, McFarland School District
Carol Greig is an experienced, innovative, and enthusiastic educator. She is in her eighth year as an advanced learner resource teacher in the McFarland School District's Primary School. Prior to that, she completed over thirty years as an elementary classroom teacher. An interest... Read More →

IMG 1753 PNG
IMG 1737 PNG
IMG 1738 PNG
IMG 1744 PNG
IMG 1752 PNG
Thursday October 13, 2016 3:45pm - 5:00pm CDT
Tundra A-B
  Breakout Session

3:45pm CDT

2D: Nurture Culturally, Linguistically Gifted Learners
Feedback Survey
This session is aimed at introducing a nontraditional method of identifying elementary level students with outstanding potential in underrepresented communities. Researchers agree that culturally and linguistically diverse students from low socioeconomic status (SES) backgrounds tend to be overlooked by teachers using traditional screening assessments. As a result, this contributes to the marked underrepresentation of these students in gifted and talented programs. In this session, we will explain how project-based learning (PBL) using arts integration opportunities is an effective approach to recognize students with outstanding potential. In this workshop, we will utilize the Teacher's Observation of Potential in Students (TOPS) developed by Dr. Mary Ruth Coleman and colleagues to properly identify skills and traits of gifted and talented students.

 Outcomes

By the end of the workshop, teachers should expect to:

 


  • Increase their ability to recognize and nurture outstanding potential in minority students by considering students'€™ cultural and linguistic abilities.

  • Practice identifying traits and skills commonly associated with gifted minority students.

  • Increase own awareness about cultural and ethnic barriers that impede the identification of gifted minorities.

  • Provide teachers with a unique opportunity to hear from expert teachers who directly work with minorities.


 
Speakers
avatar for Dr. German Diaz

Dr. German Diaz

Teacher, Milwaukee Public Schools
My name is German Diaz. Currently, I work as a Javits Teacher-coach in the Milwaukee Public School District (MPS). I am a native of Colombia who is passionate about education, social justice, and multiculturalism. I have been working with the district for about fourteen years. My... Read More →
avatar for Dr. Martha Lopez

Dr. Martha Lopez

Gifted & Talented Program Support Teacher, Milwaukee Public Schools

Nurture Culturally, Linguistically Gifted Learners WATG pdf
Thursday October 13, 2016 3:45pm - 5:00pm CDT
Tundra C-D
  Breakout Session

3:45pm CDT

2E: One Small School's Journey to Implement the Total School Cluster Model
Feedback Survey
This session will provide an overview of the process that was followed to shift to the Total School Cluster Model (TSCM) in the Montello School District where the TSCM was used as the baseline for creating classroom rosters for the 2016-2017 school year in grades K-8. For those not familiar with it, the TSCM benefits gifted learners by grouping them with their peers in their homeroom classroom.

The implementation timeline, presentation materials and the successes and challenges of this journey will be shared. Opportunities to ask questions will be invited throughout the session with time dedicated at the end.

 Outcomes

Attendees will understand that the TSCM supports gifted learners needs to work with like ability learners and to learn at an accelerated speed with staff who is knowledgeable about the needs and abilities of this special population.

NAGC Programming Standards Addressed

1.5. Awareness of Needs. Students'€™ families and communities understand similarities and differences with respect to the development and characteristics of advanced and typical learners and support students with gifts and talents€™ needs.

1.6. Cognitive and Affective Growth. Students with gifts and talents benefit from meaningful and challenging learning activities addressing their unique characteristics and needs.

5.1. Variety of Programming. Students with gifts and talents participate in a variety of evidence-based programming options that enhance performance in cognitive and affective areas.
Speakers
avatar for Amy Brehm

Amy Brehm

Gifted and Talented Coordinator, Montello School District
I have recently completed my Gifted Coordinator License via UW-Whitewater and UW-Stevens Point. I am excited to have brought cluster grouping to my school this fall to support gifted learners. I am currently in coursework to achieve my principal and director of instruction certifications... Read More →

One Small School’s Journey to Implement the Total School Cluster Model docx
Classroom Balancing Form K 5 2016 2017 docx
Classroom Balancing Form Middle School Version 2016 2017 docx
Thursday October 13, 2016 3:45pm - 5:00pm CDT
Tundra E-F
  Breakout Session

3:45pm CDT

2F: Perfect and Introverted
Feedback Survey
Two common traits of gifted individuals are perfectionism and introversion. This session will explain common challenges that these traits bring for gifted children as they navigate their lives at home and at school.  Attendees will learn strategies to help their children or students develop healthy perfectionism and expand their comfort level with taking risks as an introvert. Guidance groups in school are an excellent opportunity to address these social and emotional needs of our gifted students. This session will share the voices of the gifted students in our district’s guidance group for advanced learners in grades 3-5.  Attendees will learn how their school can start a group and get this important work started for the children in their lives.

NAGC K-12 Programming Standards1.3. Self-Understanding. Students with gifts and talents demonstrate understanding of and respect for similarities and differences between themselves and their peer group and others in the general population. 4.1. Personal Competence. Students with gifts and talents demonstrate growth in personal competence and dispositions for exceptional academic and creative productivity. These include self-awareness, self-advocacy, self-efficacy, confidence, motivation, resilience, independence, curiosity, and risk taking. 4.1.3. Educators create environments that support trust among diverse learners.4.1.5. Educators provide examples of positive coping skills and opportunities to apply them. 5.7.1. Educators provide professional guidance and counseling for individual student strengths, interests, and values.
Speakers
avatar for Sarah Kasprowicz

Sarah Kasprowicz

6th Grade Science and Language Arts Teacher, Merton Community School District
Sarah Kasprowicz is a sixth grade language arts and science teacher in the Merton Community School District. Kasprowicz is a Past-President and current member of the Board of Directors for the Wisconsin Association for the Talented and Gifted.Here is a link to today's presentation... Read More →
avatar for Corinne Meissner

Corinne Meissner

MakerSpace Teacher & GT Coordinator, Merton Community School District

Thursday October 13, 2016 3:45pm - 5:00pm CDT
Sandstone Ballroom 3
  Breakout Session

3:45pm CDT

2EXH: Lead your GT department with Inquiry (Great Books Foundation)
Feedback Survey
EXHIBITOR SESSION: GREAT BOOKS FOUNDATION
Asking great questions, a true shared search for meaning, and seeking strong evidence to support your ideas has always brought teachers together. Join us and learn how to perfect your Inquiry and Discussion skills for PLC time, staff meetings, and planning with parents. 
Speakers
avatar for Great Books Foundation

Great Books Foundation

Director, Great Books
NETWORKING RECEPTION SPONSORThe Great Books Foundation is an independent, nonprofit educational organization that creates reading and discussion programs for students and adults. Through Shared Inquiry™ discussions of enduring literature, we advance social and civic engagement... Read More →
FH

Thursday October 13, 2016 3:45pm - 5:00pm CDT
Sandstone Ballroom 8-9
  Breakout Session   Exhibitor Session

5:00pm CDT

Unconference - Networking / Cash Bar & Appetizers / Silent Auction / Exhibitors / Book Signing
Thursday October 13, 2016 5:00pm - 6:30pm CDT
TBA
  Networking   Snack
 
Friday, October 14
 

7:00am CDT

Vendor Exhibits, Art Exhibits, Silent Auction (silent auction ends at noon on Friday!)
Friday October 14, 2016 7:00am - 3:00pm CDT
Sandstone Ballroom
  Exhibits

7:30am CDT

On-Site Conference Registration
Friday October 14, 2016 7:30am - 8:00am CDT
Registration 1
  Registration

7:45am CDT

Breakfast
Friday October 14, 2016 7:45am - 8:30am CDT
Ballroom hallway
  Meal   Networking

8:30am CDT

Opening Remarks
Speakers
avatar for Heidi Erstad

Heidi Erstad

WATG Board member, Wisconsin RtI Center
KK

Friday October 14, 2016 8:30am - 8:45am CDT
Sandstone Ballroom
  Keynote

8:30am CDT

Teen Conference
Friday October 14, 2016 8:30am - 3:00pm CDT
Glacier Breakout Rooms A-D
  Teen Conference

8:45am CDT

Keynote: The Key Elements of Gifted Performance
Is my child gifted? This question continues to generate considerable debate in educational and policy circles.  In this presentation, Dr. Worrell will argue that  giftedness is the the result of the interaction of multiple variables, including general ability, domain-specific abilities, psychosocial factors, and environmental factors. He will further argue that being gifted as an adult is not “pre-ordained” and provide suggestions for educators and parents to work to increase the probabilities of developing gifted adults. 
Speakers
avatar for Dr. Frank Worrell

Dr. Frank Worrell

Professor; Faculty Director of the School of Psychology Program, University of California, Berkeley
Frank C. Worrell is a Professor in the Graduate School of Education at the University of California, Berkeley, where he serves as Faculty Director of the School Psychology Program, the Academic Talent Development Program, and the California College Preparatory Academy. He also holds... Read More →

Worrell Keynote Handout pdf
Friday October 14, 2016 8:45am - 10:00am CDT
Sandstone Ballroom
  Keynote

10:15am CDT

3A: Acceleration A to Z: What Does the Research Say About the Practice?
Feedback Survey
This session is presented by some of the co-authors of the national report "Guidelines for Developing an Academic Acceleration Policy."  Topics will include the wide variety of types of acceleration, a summary of the research on the effects of acceleration, how to develop and advocate for sensible acceleration policies, and resources/instruments for making the decision for individual students.  The Iowa Acceleration Scale and the new Nation Empowered publication will be discussed, and participants are invited to contribute their own cases, experiences, and questions.

Learner Outcomes
Understand the wide variety of forms of acceleration, the dominant theme of the research on it, ideas for advocating for it, and several specific strategies and instruments.
Speakers
avatar for Susan Assouline

Susan Assouline

Director, Belin Blank Center at the University of Iowa
Susan G. Assouline is the director of the Belin-Blank Center, holds the Myron and Jacqueline N. Blank Endowed Chair in Gifted Education, and is a professor of school psychology. Throughout her career, she has been especially interested in the identification of academic talent in elementary... Read More →
avatar for Dr. Pam Clinkenbeard

Dr. Pam Clinkenbeard

Professor, University of Wisconsin-Whitewater
Pamela R. Clinkenbeard, Ph.D., is Professor of Educational Foundations at UW-Whitewater.  She teaches courses primarily in educational psychology, educational research, and the psychology and education of gifted and talented students.  Dr. Clinkenbeard completed her master's and... Read More →

Acceleration Guidelines short pdf
Acceleration Guidelines Long pdf
AccelerationWATG16talkAssoulineClinkenbeardFinal pdf
Friday October 14, 2016 10:15am - 11:15am CDT
Sandstone Ballroom 3
  Breakout Session

10:15am CDT

3B: Sweet to be Me: Planning a Social-Emotional Day
Feedback Survey
This session will go through all of the planning facets for a Social-Emotional day for advanced and gifted learners.  This workshop was implemented for the first time in the Southern Lakes Advanced Learner Network this year, and met with great success. 

Participants will receive an electronic copy of planning documents to assist them in planning their own regional workshop!

NAGC Standards:

1.1. Self-Understanding. Students with gifts and talents demonstrate self-knowledge with respect to their interests, strengths, identities, and needs in socio-emotional development and in intellectual, academic, creative, leadership, and artistic domains.

1.2. Self-Understanding. Students with gifts and talents possess a developmentally appropriate understanding of how they learn and grow; they recognize the influences of their beliefs, traditions, and values on their learning and behavior.

1.3. Self-Understanding. Students with gifts and talents demonstrate understanding of and respect for similarities and differences between themselves and their peer group and others in the general population.

1.4. Awareness of Needs. Students with gifts and talents access resources from the community to support cognitive and affective needs, including social interactions with others having similar interests and abilities or experiences, including same-age peers and mentors or experts.
Speakers
avatar for Stacci Barganz

Stacci Barganz

GT Coordinator, Fort Atkinson School District
Passionate about Personalized Learning, Gifted Education, and Technology Integration. Google Certified Trainer and EdTech Consultant. Content Creator for Kyte Learning and Atomic Learning. SLALN President. National Javits-Frasier Scholar. Most Important: Believer, Wife, Mommy... Read More →

Friday October 14, 2016 10:15am - 11:30am CDT
Sandstone 9
  Breakout Session

10:15am CDT

3C: Curricular Materials for Teaching Problem Solving
Feedback Survey
Problem-solving skills are included on most lists of desired skills for students. In this session you will practice the creative solving process using a variety of materials designed for classroom use. Available instructional materials are targeted at primary, elementary, and middle/high school levels.

 Outcomes

Gain experience with the creative problem solving process and become familiar with instructional materials available for curricular integration.
Speakers
avatar for Martha Barlow

Martha Barlow

Retired, Waunakee School District
Now retired, I was a GT Coordinator for 24 years in three districts, most recently Waunakee. I have worked with the Future Problem Solving Program for 30 years. I believe that students need to be taught problem solving skills in a systematic matter and that there is really no place... Read More →

ProbSolv CurricInteg pdf
ProbSolv CurricInteg Handout pdf
Friday October 14, 2016 10:15am - 11:30am CDT
Tundra A-B
  Breakout Session

10:15am CDT

3D: Cells That Fire Together, Wire Together
Feedback Survey
Brain research and MRI analysis are changing the way we educate gifted students offering windows into the mind and how it processes and stores new learning. Learn about recent findings and how these help educators to be memory enhancers rather than just information dispensers. Discover interactive and innovative strategies that stimulate learning to help build circuitry and connect networks in the brain. See cutting research that shows how the brain of gifted student "light up"€ and the areas they utilize when processing and applying new information. See brain development at different ages and how this affects learning.

Outcomes

Participants will learn about the latest brain research and how these exciting developments change the way we teach gifted learners. Independent and collaborative learning, and multi-sensory activities that help learning stick and advance it to the next level will be shared. References to brain development and how it affects problem solving, critical thinking and executive function at different ages will be explored and analyzed. Teachers and coordinators will walk away with a better understanding of what brain research tells us about gifted learners and activities they can take, use, and apply in their classrooms the next day.

NAGC Standards:

3.4.Instruction. See how brain research can lead us in the way we plan and implement instruction.

3.6. Resources. Bring back ideas that can be used in classrooms the next day.
Speakers
avatar for Debbie Judge

Debbie Judge

5th grade middle school mathematics, University School of Milwaukee
I teach 5th grade math in a middle school setting. I'm constantly looking for ways to challenge my students and stretch their thinking in class while meeting a variety of different needs and learning styles. I'm very interested in brain research, and I use current discoveries to... Read More →

WATG 2016 Cells That Fire Together, Wire Together (4) pptx
Friday October 14, 2016 10:15am - 11:30am CDT
Tundra C-D
  Breakout Session

10:15am CDT

3E: Fostering Success in an Inclusion Setting
Feedback Survey
Description
This session, participants will explore a program model for gifted students that focuses on fostering success in an inclusive setting. Using a six-stage process for implementing new initiatives, participants will examine the Mequon-Thiensville School District's€™s history of implementing a programming model that effectively equips classroom teachers with the strategies and tools necessary to successfully meet the needs of gifted learners, regardless of grade level or content area.

Outcomes
Learners will understand how a district’s philosophy for supporting gifted learners can better inform its programming, how to enhance culture and engage staff to support gifted learners through a six-stage change process, and the support and resources that classroom teachers need in order to foster gifted learners in their classrooms.
Speakers
avatar for Lindsey Moore

Fostering Student Success in an Inclusion Setting WATG 2016 pdf
Grade3Module1TopicsA pdf
Friday October 14, 2016 10:15am - 11:30am CDT
Tundra F
  Breakout Session

10:15am CDT

3F: Parent to Parent: Sharing Your Wisdom
Feedback Survey
This session will be a facilitated parent discussion.  Co-facilitators, Dal and Jackie Drummer, Nationally Certified SENG (Supporting the Emotional Needs of Gifted) trainers, will encourage parents to share ideas, information, and the joys and challenges of parenting gifted children and adolescents.

Outcomes

As a result of these sessions, parents will network, share information and resources in a guided facilitation format.  This session is designed to help parents deal more effectively with the unique social, emotional and learning needs of their gifted child/ren. Community resource ideas, and specific parenting techniques will be explored. This is related to NAGC Standard One: Learning and Development.
Speakers
avatar for Dal/Jackie Drummer

Dal/Jackie Drummer

Consultants, Education Works!
Dal and Jackie are Educational Consultants, specializing in gifted and talented children, the arts, and supporting the emotional needs of gifted individuals. They have 42 years of experience parenting and grand parenting gifted kids, and 94 years of combined experience teaching... Read More →
avatar for Jacquelyn Drummer

Jacquelyn Drummer

Dal and Jackie are Educational Consultants, specializing in gifted and talented children, the arts, and supporting the emotional needs of gifted individuals. They have 38 years of experience parenting and grand parenting gifted kids, and 75 years of combined experience teaching. Additionally... Read More →

Friday October 14, 2016 10:15am - 11:30am CDT
Sandstone 8
  Breakout Session

10:15am CDT

3EXH: Empowering Personalized Learning with Thinking Maps
Feedback Survey
EXHIBITOR SESSION: THINKING MAPS
Personalized learning requires that students are empowered to THINK independently and quickly “move” from one thought process to another.  This session will walk you through why it’s important to have visual representations for our thought processes and how using this “language for learning” will lead to deeper connections, a strong personalized learning environment, and greater student independence. Students and staff learn how to collaborate, communicate, think critically, and creatively respond to the demands placed on today’s students and tomorrow’s leaders.  

Attendess will see how a systemic approach to THINKING will unlock to door to personalized learning, more rigorous instruction, and cross-curricular literacy. 
Speakers
avatar for Rob Nelson

Rob Nelson

Leadership Specialist, Thinking Maps
Rob collaborates with schools and districts across the Upper Midwest, aligning and strengthening their professional development efforts. An educator for 23 years, Rob has been a teacher, an associate junior high principal, and was principal at Harriet Bishop Gifted & Talented Elementary... Read More →

Friday October 14, 2016 10:15am - 11:30am CDT
Tundra E
  Breakout Session   Exhibitor Session

11:30am CDT

Lunch/Awards/Annual Meeting
Friday October 14, 2016 11:30am - 12:40pm CDT
Sandstone Ballroom
  Meal   Meeting

12:45pm CDT

4A: Motivation Paradigms in Gifted Education and their Application to Students from Underrepresented Groups
Feedback Survey
Several constructs related to motivation have been found to be important for academic achievement.  What are these constructs and do they apply across all demographic groups?  In this presentation, Dr. Worrell will review several of the major motivation frameworks, show how they apply across demographic groups, and discuss the specific challenges that arise in motivating students from groups traditionally underrepresented in gifted and talented education backgrounds. 
Speakers
avatar for Dr. Frank Worrell

Dr. Frank Worrell

Professor; Faculty Director of the School of Psychology Program, University of California, Berkeley
Frank C. Worrell is a Professor in the Graduate School of Education at the University of California, Berkeley, where he serves as Faculty Director of the School Psychology Program, the Academic Talent Development Program, and the California College Preparatory Academy. He also holds... Read More →

Motivation Handout.Worrell pdf
Friday October 14, 2016 12:45pm - 1:45pm CDT
Sandstone Ballroom 3
  Breakout Session

12:45pm CDT

4B: Executive Function Challenges - What to do?
Feedback Survey
Do you have students who struggle to start and finish tasks, recall and follow multi­step directions, plan, stay organized, pay attention to important details and/or
complete tasks in a timely fashion? Come join us to learn some new research­based strategies to support children with executive function challenges.

Learner Outcomes:


  • Understand Executive Functioning

  • Learn strategies to assess needs in the area of executive function (EF)

  • Determine effective strategies for successful Tier II and III interventions for EF needs for all students, including students with special needs and advanced learners 

Speakers
avatar for Kathleen Enstad

Kathleen Enstad

Advanced Learner Coordinator and AVID District Coordinator, Sun Prairie School District
Kathy Enstad is the Sun Prairie School District Coordinator of Advanced Learning and AVID. She is the current vice-president of the Greater Dane County Talented and Gifted Network. Kathy has presented at Parent University as well as the Wisconsin School Counselor conference.
avatar for Mary Kennedy

Mary Kennedy

Advanced Learner Coordinator, Poynette School District
Mary Kennedy works in the Poynette School District as the Advanced Learner Coordinator, K-12 in an 80% position. She is the Math Meet coordinator as well as the Fine Arts Weekend coordinator for GDC-ALN. She has presented at Parent University as well as the Wisconsin School Counselor... Read More →
avatar for Amy Miller

Amy Miller

Community Education Director, Oregon School District
Amy Miller is the Oregon School District Coordinator of Advanced Learning. She is also the past President of the Greater Dane County Talented and Gifted Network and a current SENG Facilitator. Amy has presented at the Wisconsin Association of Talented and Gifted state conference... Read More →

Executive Functioning WATG 2016 pdf
Friday October 14, 2016 12:45pm - 1:45pm CDT
Sandstone 9
  Breakout Session

12:45pm CDT

4C: NUMATS & Parents: How to interpret scores and advocate for your child
When a student consistently achieves scores at the 99th percentile on grade level assessments, it can be difficult to tell what the student's academic needs really are. 

Northwestern University's Midwest Academic Talent Search (NUMATS) utilizes above-grade-level assessment, as a means of gifted testing, to help parents and educators better understand their students’ educational needs. This session will cover the background of academic talent search, the nuts and bolts of the NUMATS Toolbox, ideas for using scores to advocate, as well as cautions, and other resources.
Speakers
KR

Friday October 14, 2016 12:45pm - 1:45pm CDT
Sandstone 8
  Breakout Session

12:45pm CDT

4D: Innovation for Educators: Design Thinking
Feedback Survey
Do you strive to guide your students to develop empathy for others? Do you work with them to develop collaborative and critical thinking skills while expanding their creativity? Do you focus on authentic learning experiences? Then, Design Thinking is for you! Design Thinking has been applied in the business and engineering fields for quite some time, but recently, educators have begun investigating the applications for Design Thinking within school districts. In this session, created for the Design Thinking Novice, we will identify the constructs of Design Thinking, explore the process of it, and work through a design simulation of our own. We will examine how it can be used to encourage students to solve challenging, complex, authentic learning problems while maximizing their 21st century skill development.


NAGC Standards:

3.1.4. Educators design differentiated curricula that incorporate advanced, conceptually challenging, in-depth, distinctive, and complex content for students with gifts and talents.

3.2.2. Educators use metacognitive models to meet the needs of students with gifts and talents.

3.4.1. Educators use critical-thinking strategies to meet the needs of students with gifts and talents.

3.4.2. Educators use creative-thinking strategies to meet the needs of students with gifts and talents.

3.4. Instructional Strategies. Students with gifts and talents become independent investigators. 3.4.3. Educators use problem-solving model strategies to meet the needs of students with gifts and talents
Speakers
avatar for Lyzette Maroszek

Lyzette Maroszek

G/T Specialist, Howard Suamico School District
Hi Amazing Educators! My name is Lyzette Maroszek and am I currently working in the Howard Suamico School District in Green Bay, Wisconsin. My background includes 3rd, 4th, 5th grade, special education, and most recently the Gifted and Talented Specialist for two of the Elementary... Read More →
avatar for Brenda Rank

Brenda Rank

GT Specialist, Howard Suamico School District

Design Thinking WATG (2) pdf
DesignThinkingTemplateShared pdf
Friday October 14, 2016 12:45pm - 1:45pm CDT
Tundra C-D
  Breakout Session

12:45pm CDT

4E: Differentiating Math Workshop in a Primary Classroom (K-1)
Feedback Survey
This session will focus on learning how to structure a math workshop where all student needs can be met.  You will learn how you can make differentiation manageable in a classroom of primary learners using a hands-on approach.  Students will learn how to make decisions about their own learning.  It will also touch on how to incorporate technology into math workshop in the primary grades.  This session will best help prepare for teaching math in a kindergarten or first grade classroom.

Learner Outcomes: Session attendees will learn how to:

 


  • Structure a  math workshop for differentiation

  • Incorporate math tools where students make choices on what helps them learn

  • Integrate technology into the workshop and how to use it for differentiation

  • Set and track learning goals for students


 
Speakers
avatar for Laura Hoff

Laura Hoff

Kindergarten Teacher, Glendale River Hills School District
This is my 10th year teaching kindergarten. Differentiating instruction to meet the needs of all of my students is a priority for me in my classroom so that all students can learn and grow. This is my second time presenting at the WATG conference. Come join me to learn about how... Read More →

Differentiating Math in a Primary Classroom pdf
Friday October 14, 2016 12:45pm - 1:45pm CDT
Tundra F
  Breakout Session

12:45pm CDT

4F: The 3R's of 'Pushing In': Reasonable, Responsive, & Reflective
Feedback Survey
The 3R's of Pushing In: Reasonable, Responsive,  and Reflective Teaming for Student Success in a Service Delivery Model.

In this session, you will become acquainted with a variety of ways to work smarter not harder when trying to meet the needs of learners, especially advanced learners in the classroom. Straightforward discussions of data and how to use it, teaming classroom teachers and G/T teachers via Google Classroom, and using both student and teacher reflection to advance student performance.

 Outcomes


  • Learn communication strategies such as Google Classroom to differentiate lessons and assignments in a team teaching approach.

  • Learn effective management strategies when you are managing multiple groups within your classroom.

  • Advise and help to develop a growth mindset in students via reflection on their learning.

Speakers
avatar for Nick Glass

Nick Glass

Founder & Executive Director, TeachingBooks
Join our sessions at VAASL here: www.vaaslregionalconference2021.sched.com/speaker/nick162Freely enjoy and share access to TeachingBooks through May 4, 2021 at www.TeachingBooks.net/VAASLGrab a flyer highlighting what's included with your access to share with colleagues at www.T... Read More →
MS

Mary Sullivan

G/T teacher, Monona Grove School Distrit

The 3Rs of Pushing In (1) pdf
Friday October 14, 2016 12:45pm - 1:45pm CDT
Tundra E
  Breakout Session

12:45pm CDT

4EXH: Meeting the Needs of Mathematically Talented Students in Grades 3-6 (Kendall Hunt)
Feedback Survey
EXHIBITOR SESSION: KENDALL-HUNT
In this session participants will explore the characteristics of mathematically talented students, grades 3-6.  We will look at practices and processes to engage mathematically talented students in acting and thinking like mathematicians, such as engaging students in high-level thinking and reasoning, sophisticated mathematical discussions, and written communication about mathematical concepts. Participants will engage in discussions and mathematical tasks while exploring Project M^3, a mathematics curriculum based on best practices in gifted education.

Participants will learn practices and processes to engage mathematically talented students in acting and thinking like mathematicians
Speakers
avatar for Ann Bakker

Ann Bakker

Consultant, Kendall Hunt Publishing
avatar for Kendall Hunt

Kendall Hunt

REFRESHMENT BREAK SPONSORThe mission of Kendall Hunt is to be a dynamic provider of quality educational products and services. We strive to meet the specific needs of the marketplace in a unique and progressive manner, and are committed to excellence and employee growth and devel... Read More →

Exhibitors
avatar for Kendall Hunt

Kendall Hunt

REFRESHMENT BREAK SPONSORThe mission of Kendall Hunt is to be a dynamic provider of quality educational products and services. We strive to meet the specific needs of the marketplace in a unique and progressive manner, and are committed to excellence and employee growth and devel... Read More →

Sponsors
avatar for Kendall Hunt

Kendall Hunt

REFRESHMENT BREAK SPONSORThe mission of Kendall Hunt is to be a dynamic provider of quality educational products and services. We strive to meet the specific needs of the marketplace in a unique and progressive manner, and are committed to excellence and employee growth and devel... Read More →

KH.WATG. 10.14.16 pptx
Friday October 14, 2016 12:45pm - 1:45pm CDT
Tundra A-B
  Breakout Session   Exhibitor Session

1:45pm CDT

Sponsored beverage break
Friday October 14, 2016 1:45pm - 2:00pm CDT
Ballroom hallway
  Networking   Snack

2:00pm CDT

5A: How 3D Construction Projects Teach Coding
Feedback Survey
Young gifted students benefit from learning to code using Scratch and other introductory computer science programs. These experiences become even more powerful and meaningful when students are challenged to represent their code using 3D construction materials like LEGOs and wooden unit blocks. Tangible construction projects can also be used in partnership with virtual world-building games like Minecraft to build spatial reasoning skills, as well as extend content learning in other subject areas, including math, engineering, design, and architecture.

In this session, the presenters will draw on their experience developing and implementing enrichment programs in computer science and robotics for gifted students in PreK through grade 3. The presenters will summarize the constructivist learning concepts that support multi-media and cross-media learning and describe new neuroscience research that demonstrates the importance of pairing tangible and virtual learning experiences.

Outcomes

In alignment with NAGC Standard 3.4, this session demonstrates instructional strategies that incorporate critical thinking, creative-thinking, problem-solving, and inquiry-led learning to meet the needs of students with gifts and talents. Participants will gain new understanding of the value of tangible, sensory and kinesthetic learning experiences when teaching abstract computer science content. The presenters will also provide resources and suggestions for immediate and practical use in both general and gifted classrooms.
Speakers
avatar for Ann Gadzikowski

Ann Gadzikowski

Early Childhood Coordinator, Center for Talent Development at Northwestern University
Ann Gadzikowski brings more than twenty-five years experience to her role as Early Childhood Coordinator at Northwestern University’s Center for Talent Development. Ann is also the author of textbooks, teacher guides and parenting books. Her most recent publication is "Creating... Read More →

Friday October 14, 2016 2:00pm - 3:00pm CDT
Sandstone 8
  Breakout Session

2:00pm CDT

5B: Five Steps to Better GT Identification
Feedback Survey
This session will present attendees with five specific practices that, when implemented, will increase the accuracy of gifted education identification systems. These practices include the use of universal screening, properly-designed nomination phases, lowered cut scores, and more. Attention to program size, program diversity, cost, and time will also be addressed as each identification practice carries implications for these factors.
Speakers
avatar for Dr. Scott Peters

Dr. Scott Peters

Associate Professor
Scott J. Peters is a Professor of Educational Foundations and the Richard and Veronica Telfer Endowed Faculty Fellow of Education at the University of Wisconsin – Whitewater. He received his Ph.D. from Purdue University specializing in gifted and talented education and applied research... Read More →

WATG.2016 pdf
Friday October 14, 2016 2:00pm - 3:00pm CDT
Sandstone Ballroom 3
  Breakout Session

2:00pm CDT

5C: Differentiation in the K­12 Literacy Classroom
Feedback Survey
This session will share ideas of ways to differentiate literacy instruction for high­ achieving learners within the classroom. Presenters from the elementary, middle and high school levels will provide samples of enrichment opportunities provided to challenge learners in English/Language Arts.

Participants will take away practical ideas that can be included in literacy instruction and will challenge high achieving students within the classroom environment.

This session will address the following NAGC Standards:


  • Standard 1: Educators, recognizing the learning and developmental differences of students with gifts and talents.

  • Standard 3:Educators apply the theory and research­based models of curriculum and instruction related to students with gifts and talents...

  • Standard 4: Learning environments foster personal and social responsibility...

  • Standard 5 Educators are aware of empirical evidence regarding (a) the cognitive, creative, and affective development of learners with gifts and talents, and (b) programming that meets their concomitant needs. Educators use this expertise systematically and collaboratively to effectively manage comprehensive services for students with a variety of gifts and talents to ensure specific student outcomes.

Speakers
avatar for Andrea Dernbach

Andrea Dernbach

I am a fourth grade teacher at Hemlock Creek Elementary School in West De Pere. As a member of the district Talent Development Team, our focus has been to facilitate access to differentiated curriculum and meet the academic, creative and social emotional needs of all learners.
avatar for Chelsea Faase

Chelsea Faase

6Th Grade Language Arts teacher and TD Coordinator, West DePere Middle School
JF

Joe Feldhausen

Teaching and Learning Coordinator, West De Pere
avatar for Ashley Knapp

Ashley Knapp

Library Media Instructional Technology Specialist, West De Pere High School
I am a high school Library Media Specialist, and I also serve as the building's Talent Development Coordinator. Prior to this position, I was a high school and middle school English/Language Arts Teacher.
avatar for Sue Lutz

Sue Lutz

5th Grade Teacher, West De Pere School District
I am a 5th Grade teacher at Westwood Elementary School, one of two elementary schools in our District. I also serve as the Talent Development Coordinator at our building. This is my 10th year teaching, all but one spent in 5th grade. As a former newspaper reporter and editor, I have... Read More →

Literacy Differentiation K 12 Presentation docx
Friday October 14, 2016 2:00pm - 3:00pm CDT
Tundra C-D
  Breakout Session

2:00pm CDT

5D: Meeting the Needs of the Twice-Exceptional Student
Feedback Survey
Students who are identified as having a disability are often not considered for gifted identification and are underrepresented in gifted programs.  Many adults believe that students with disabilities cannot also be gifted.  Teacher training helps alleviate this misconception.  This session will present information about what teachers and parents can do to meet some of the needs of twice-exceptional students.

 Outcomes

As a result of this session participants will:


  • Explain the Exceptionality Continuum

  • Define, compare and contrast disability and giftedness

  • Describe twice-exceptionality

  • Discuss the difference between accommodations, adaptations, or modifications(NAGC Standards: 1.6.2, 3.1.3)

  • Identify differentiation strategies that include accommodations, adaptations, or modifications(NAGC Standards:  1.7.1, 3.1.3)

  • Examine strategies that require higher order thinking skills(NAGC Standards: 1.6.1, 2.1.1, 3.4.1, 3.4.2, 3.4.3, 3.4.4)

  • Integrate assistive technology into differentiated lessons to meet student needs (NAGC Standard: 3.1.7,

  • Justify collaboration time between general educators, special educators, and gifted educators as valuable to meet student needs. (NAGC Standard 5.2.1)

Speakers
WR

Wanda Routier

Concordia University Wisconsin
Dr. Wanda Routier is the director of Graduate Special Education Programs, and Assistant Professor at Concordia University Wisconsin. She is a former music, and special education teacher with more than 30 years’ experience teaching throughout the country from birth through the university... Read More →

Friday October 14, 2016 2:00pm - 3:00pm CDT
Tundra F
  Breakout Session

2:00pm CDT

5E Creativity: Advanced Learning in the Arts
Feedback Survey
Learn about how the Madison Metropolitan School District (MMSD) approaches Advanced Learner identification and programming across K-12 Arts Education to ensure equity and access for all students. We will share MMSD practices related to identification and programming in the Arts. Participants will reflect on their own identification and programming practices.
Speakers
avatar for Laurie Fellenz

Laurie Fellenz

Arts Education Coordinator, Madison Metropolitan School District

AL in the Arts.WATG 2016 pptx
Characteristics Leadership Creativity the Arts Final pdf
Advanced Learning Plan 9.29.14 BOE pdf
Friday October 14, 2016 2:00pm - 3:00pm CDT
Tundra E
  Breakout Session

2:00pm CDT

5F: Negotiating Change in your School District
Feedback Survey
This session will help participants creatively think about how negotiation and advocacy skills can be used to create change in talented and gifted education at both the school district and individual school level. We will outline key advocacy factors and how they can be put to practical use as individual advocates or as part of a larger network of advocates.

We will discuss both strategies that have worked and ones that haven't worked to better target time, energy and advocacy resources to have the greatest effect. Participants will develop their own advocacy "road map" to use in their own school district to advocate for change.

Outcomes

We will use information from the book "Getting to Yes: Negotiating Agreement without Giving In" by Roger Fischer and William Ury, "The Effective Advocates" article by Dr. Julia Link Roberts and Tracy Ford Inman, the NAGC Advocacy Toolkit, and our own experiences as advocates in the Madison Metropolitan School District.

Participants will be able to begin to identify challenges and barriers that exist in their own district to implementing effective talented and gifted instruction from multiple perspectives. They will also identify 2-3 actions they can take to become more informed about the "state" of talented and gifted education in their district.
Speakers
avatar for Lorie Raihala

Lorie Raihala

Language Arts/Social Studies/Drama Teacher, EAGLE School
I came to Gifted Education through my children. During their school years I became well-versed in networking and advocacy with other parents in the Madison Metropolitan School District, and as part of the MMSD TAG Advisory Committee  I helped the MMSD write its first TAG Plan in... Read More →
avatar for Christina Gomez Schmidt

Christina Gomez Schmidt

Organizer, Madison Partnership for Advanced Learning
As an education advocate and consultant, Christina is dedicated to working with school systems to improve advanced instructional opportunities for students from all backgrounds. She sees this work as a critical part of strengthening public education. She likes to discuss public education... Read More →

2015ChallengesBarriersFinal pdf
2016WATGChallengesTemplate docx
WATGAdvocacyRoadmap docx
WATGFinal201610 pptx
Friday October 14, 2016 2:00pm - 3:00pm CDT
Sandstone 9
  Breakout Session

3:00pm CDT

Conference Evaluation
Friday October 14, 2016 3:00pm - 3:15pm CDT
TBA
  Evaluation
 
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