Featured Sessions
Covering the most important and relevant topics in gifted education and beyond, TAGT Featured sessions allow you to learn alongside top education experts and influential thought leaders.
Wednesday, 11/30, 9:00 a.m.–10:00 a.m.
- Achieving Equity in Gifted Education Through Identification, Interpretation and Programming
- Artemis in Practice: How, Why, and Who
- Facing Educational Barriers and Building Bridges: Promoting Anti-Racism and Facing Racist Facts
- Learning to Fly the giftED Experience
- “Teacher, Has the World Gone Mad?”: Supporting the Social and Emotional Development of Gifted Kids in Complex Times
Wednesday, 11/30, 3:30 p.m.-4:30 p.m.
- Acceleration Works: Spreading the Good News
- The Gifted Kids Will Not Be Alright
- A Proven Recipe for Designing Powerful Curriculum for Gifted Students
- Tw(y)ce-Exceptional: Gifted Black Males in P-12 Education
- You Can’t Pour From An Empty Cup: Teaching Gifted Students to Manage Stress and Overwhelm
- Through Resiliency Development
Thursday, 12/1, 3:15 p.m.–4:15 p.m.
- Expanding Talent Development Opportunities for All Students
- Leading by Example: Being a Culturally Responsive Gifted Leader
- Memory Matters: Enhancing Learning in Gifted Students from Poverty
- Understanding “The Performance Cliff:” How to Manage It and Prevent It
Thursday, 12/1, 4:30 p.m.-5:30 p.m.
- Know Thyself, Express Thyself, Apply Thyself: Purposeful Empowerment in Goal-Setting for Gifted Learners
Friday, 12/2, 11:30 a.m.-12:30 p.m.
- The Gifted Learner and Mental Health Challenges
- Unpacking the Complexity of Underachievement: Perspective, Practice, and Possibilities
- Using the Metacognitive Cycle to Build Executive Function Skills in Gifted and 2e Learners
Wednesday, 11/30, 9:00 a.m.–10:00 a.m.
Achieving Equity in Gifted Education Through Identification, Interpretation and Programming
Racial, ethnic and socioeconomic inequality in gifted education is abundantly evident. For this to change, educators need to better understand equitable identification processes, the critical importance of culturally-free assessments, and practical, effective strategies for identifying and serving students of diversity in schools’ gifted programs. Join us for this interactive discussion.
Dina Brulles, Ph.D., Arizona State University, and Kim Lansdowne, Ph.D., Herberger Young Scholars Academy
About Dina Brulles
Dina Brulles, Ph.D., is Arizona State University’s Gifted Program Coordinator and NAGC’s former Governance Secretary. Dina’s work centers on building equitable gifted programs using culturally responsive practices. Her books include A Teacher’s Guide to Flexible Grouping and Collaborative Learning; Designing Gifted Education Programs; Differentiated Lessons for All Learners; The Cluster Grouping Handbook; Teaching Gifted Kids in Today’s Classrooms; Helping All Gifted Children Learn; Understanding, A Call to Equity in Gifted Education, and the Naglieri Ability Test – Verbal.
About Dr. Kimberly Lansdowne
Dr. Kimberly Lansdowne is the founding Executive Director of the Herberger Young Scholars Academy, a secondary school for highly gifted students at Arizona State University. She received her doctorate at ASU in 2008 and has a lengthy career in teaching and administration at universities, colleges, public and private schools. Kim was the 2014 Arizona Association for Gifted and Talented Administrator of the Year and has served locally, nationally, and internationally in gifted education organizations.
Artemis in Practice: How, Why, and Who
The Artemis missions to the moon are not just a repeat of previous Apollo missions. Our how is different. The why is different. Perhaps most importantly the who is different. This interactive, hands-on session will explore the teamwork needed to make NASA missions successful. Participants will also have the opportunity to explore and access free G/T resources provided by NASA.
Steven Smith, Education Specialist, NASA EPDC
About Steven C. Smith
Steven C. Smith is the Education Specialist for NASA’s Educator Professional Development Collaborative at the Johnson Space Center. Steven helps to develop, package, and deliver professional development and STEM Engagement opportunities that translate the work and discoveries of NASA for use in the classroom. His work allows students to participate directly in NASA’s missions, and helps teachers make content more accessible for all their students. Steven has the great privilege of working with educators all over the country, helping them create culturally responsive lessons that will engage students that have previously felt left out of the amazing work NASA is doing.
Facing Educational Barriers and Building Bridges: Promoting Anti-Racism and Facing Racist Facts
Many teachers are forced into classrooms for which they are not fully prepared. Unfortunately, some of the educational practices of school personnel who matriculated through teacher preparation programs that did not address cultural competency education lead to a spectrum of racist practices. When racist practices are muddled with macroaggressions, microaggressions, prejudices, and discrimination, those who are on the opposing end are often met with disregard, hence the necessity for teachers to possess and understand anti-racism. During this session, the presenter will share her daughter’s journey to gifted identification and encounters her daughter faced after being identified. The National Education Association’s code of ethics will be used to identify the ethical standards used during her time within the P-12 setting. The presenter will also utilize Merton’s typology to discuss how prejudice and discriminatory beliefs delayed her daughter’s gifted identification and will share anti-racist strategies that can be used to address issues that may arise before, during, and after the identification process.
Michelle Frazier Trotman Scott, Ph.D., University of West Georgia
About Dr. Michelle (Shelli) Frazier Trotman Scott
Dr. Michelle (Shelli) Frazier Trotman Scott is the Director of Graduate Affairs and Professor at the University of West Georgia. Affectionately known as “Dr. FTS” and Dr. Shelli, she writes and presents on racial disproportionalities in gifted and special education, dual exceptionalities, culturally responsive teaching, and family involvement. She is also on multiple editorial boards, serves as a reviewer for multiple peer-reviewed journals, and serves and leads in professional organizations. Dr. Shelli earned her Ph.D. in Applied Behavior Analysis with an emphasis on special, gifted, and urban education, a master’s degree in Technology Education, and her B.S.Ed. Special Education, from The Ohio State University. A current member of the NAGC Board of Directors, Dr. FTS has conducted professional development workshops for multiple school districts and has been invited to engage in community dialogues regarding educational practices and reform. She has written and coauthored several articles, made numerous presentations at professional conferences, and coedited several books. She is also on multiple editorial boards and serves as a reviewer for numerous peer-reviewed journals. Dr. Shelli is also the CEO of The Octopus Agency, a Limited Liability Company focused on helping to protect the personal and professional spaces of individuals as they navigate life and intentionally focus on themselves. She is married and has three daughters.
Learning to Fly the giftED Experience
Are you ready to go ALL IN on giftED22? Join Andi McNair and Brian Housand to kickoff your learning experience and explore practical ways to fully engage in this year’s conference. Begin your journey by intentionally identifying your needs and the needs of your learners. Then, chart a course for possible pathways to reach your destination. Next, identify collaboration opportunities for “learning together and being together” throughout the event and consider purposeful ways to extend the learning beyond the conference experience. Finally, we will offer a series of challenge activities to empower you to make the most of your giftED22 Experience!
Brian Housand, Ph.D., University of North Carolina Wilmington, and Andi McNair, ESC Region 12
About Dr. Brian Housand
Dr. Brian Housand, is the coordinator of the Academically or Intellectually Gifted program at University of North Carolina Wilmington and creator of Gifted360.com. Dr. Housand earned a Ph.D. in educational psychology at the University of Connecticut with an emphasis in both gifted education and instructional technology. He served two terms on the National Association for Gifted Children’s Board of Directors as a Member-At-Large. Along with his wife Dr. Angela Housand and Dr. Joe Renzulli, he co-authored Using the Schoolwide Enrichment Model with Technology. He is also the author of Fighting Fake News! Teaching Critical Thinking and Media Literacy in a Digital Age. Brian has worked in education as a classroom teacher, a teacher of the gifted, and a university professor for more than 20 years. As a speaker and consultant, he has presented in 40 states, Canada, Australia, South Korea, Kuwait, and Chilé. Brian is a lover of technology, Star Wars, all things Disney, video games, and fonts. He proudly identifies himself as a geek. You can learn more on his website at brianhousand.com and by following him on Twitter @brianhousand.
About Andi McNair
Andi McNair was a classroom teacher for 16 years before pursuing her passion to change education by sharing practical ways to engage and empower today’s learners. She is now a published author, international speaker, gifted education specialist and digital innovation specialist at ESC Region 12 in Waco, TX.
“Teacher, Has the World Gone Mad?”: Supporting the Social and Emotional Development of Gifted Kids in Complex Times
We find ourselves living at a time of intense social unrest, economic uncertainty, unprecedented tragedies, and a mounting sense of collective hopelessness. These are indeed complex times. How do we learn to live with these challenges? How do these challenges affect the lives of our students? How does so much uncertainty influence their social and emotional well-being? We will examine these issues and explore ways in which educators can address the concerns of gifted students.
Thomas P. Hébert, Ph.D., University of South Carolina
About Thomas P. Hébert
Thomas P. Hébert is Professor of Gifted and Talented Education in the College of Education at the University of South Carolina. Tom has more than a decade of K-12 classroom experience working with gifted students and 25 years in higher education training graduate students and educators in gifted education. He has also conducted research for the National Research Center on the Gifted and Talented (NRC/GT). He served on the Board of Directors of the National Association for Gifted Children (NAGC). Tom is the author of the award-winning Understanding the Social and Emotional Lives of Gifted Students, a book on gifted males entitled Talented Young Men Overcoming Tough Times: An Exploration of Resilience, and most recently, Guiding Gifted Students with Engaging Books.
Wednesday, 11/30, 3:30 p.m.-4:30 p.m.
Acceleration Works: Spreading the Good News
In this session, participants will learn key research-based underpinnings of acceleration, practical application tips, and tools schools can use in acceleration decisions. Specific target areas covered will be acceleration forms, long term impacts, social and emotional findings, strength-based approach (especially for 2e), tools to guide, and transition to acceleration planning.
Randy Lange, Ph.D., Belin-Blank Center, and Ann Shoplik, Belin-Blank Center
About Randy Lange
Randy Lange, Ph.D., is the Professional Development & Curriculum Coordinator at the Belin-Blank Center at the University of Iowa. Key areas he supports at the Center are AP Training, The Academy for Twice-Exceptionality, Honors Opportunity Program, and a variety of professional development. Prior to coming to the Center, he served as the Talent Development Coordinator for District 102 in La Grange Illinois. He developed the K-8 Talent Development Program in District 102.
About Ann Lupkowski-Shoplik
Ann Lupkowski-Shoplik, Ph.D. is the Administrator, Acceleration Institute and Research at the University of Iowa Belin-Blank Center. She founded and directed the Carnegie Mellon Institute for Talented Elementary and Secondary Students. Together with Dr. Susan Assouline, she wrote Developing Math Talent: A Comprehensive Guide to Math Education for Gifted Students in Elementary and Middle School. She is also a co-author of the Iowa Acceleration Scale and a developer of the Integrated Acceleration System.
The Gifted Kids Will Not Be Alright
This session makes the case for why gifted students need just as much attention and differentiation as other students. This takes a certain type of teacher as well as strategies designed to stretch and challenge. Specific strategies will be explored to broaden the toolbox of teachers working with gifted students.
Todd Stanley, The Gifted Guy LLC
About Todd Stanley
Todd Stanley is a NBCT and the author of many teacher-education books including Project-Based Learning for Gifted Students (2nd edition), Promoting Rigor Through Higher-Level Questioning, and A Teacher’s Toolbox for Gifted Education. He served as classroom teacher for 18 years before becoming the gifted services coordinator for Pickerington Schools. He also serves as an adjunct professor at the University of Cincinnati.
A Proven Recipe for Designing Powerful Curriculum for Gifted Students
Writing rigorous and engaging curriculum designed to meet the needs of gifted children is not easy. This session will focus on the process by which any teacher can create powerful curriculum for advanced learners using elements of the Integrated Curriculum Model, problem-based learning, and NAGC’s rubric for rating outstanding curriculum.
Jason McIntosh, Ph.D., Avondale Elementary School District
About Jason S. McIntosh
Jason S. McIntosh, Ph.D. is an author, educational consultant, and Gifted Services Coordinator for a local school district in Arizona. After earning his doctorate in Gifted, Talented, and Creative Studies from Purdue University in 2015, he developed a passion for curriculum design specifically for gifted learners and has won the National Association for Gifted Children‘s (NAGC) curriculum award 6 years in a row. He has published six book chapters, seven curriculum units, and numerous journal articles on such topics as differentiation, curriculum compacting, and techniques for providing professional learning opportunities to teachers of the gifted. Jason is the past president of the Arizona Association for Gifted and Talented (AAGT) and a recipient of the Feldhusen Doctoral Fellowship Award in Gifted Education at Purdue University. Other past projects include working with Dr. Marcia Gentry to identify high-potential Native American youth from the Diné, Lakota, and Ojibwe tribes and volunteering on the Local Arrangements Committee for NAGC.
Tw(y)ce-Exceptional: Gifted Black Males in P-12 Education
This session offers an alternative view of the term tw(y)ce exceptional when applied to the P-12 schooling experiences of academically gifted Black males. Session attendees will review a case study that foregrounds the experiences of an academically gifted Black male and analyze it using the Tw(y)ce exceptional theoretical framework. The goal of this session is to foreground a re-theorized approach to this critical concept and draw attention to gifted Black males in P-12 school settings whose enhanced cognitive abilities are often diminished by agents (administrators, gifted counselors, and teachers) who treat their minority status as a disabling condition.
Fred Bonner, Ed.D., Prairie View A&M University
About Fred A. Bonner
Fred A. Bonner II is Professor, Endowed Chair, and Chief Research Scientist for the Minority Achievement, Creativity, and High-Ability Center at Prairie View A&M University. His primary research focus highlights the experiences of academically gifted Black males across the P-20 education continuum.
You Can’t Pour From An Empty Cup: Teaching Gifted Students to Manage Stress and Overwhelm Through Resiliency Development
Gifted children are prone to intense emotions which can often leading to emotional distress. In this workshop, the presenter offers specific strategies to teach gifted children how to develop resiliency skills, balance emotional intensity and manage stress and overwhelm leading to improved mental health outcomes.
Christine Fonseca, M.S., Author
About Christine Fonseca
Christine Fonseca is a licensed educational psychologist, critically acclaimed author, and a nationally recognized speaker on topics related to educational psychology, mental health, and giftedness. Using her experience consulting and coaching, Christine brings her expertise to Psychology Today, authoring the parenting blog Parenting for A New Generation. She has written articles for Parents.com, Johnson & Johnson, and Justine Magazine. Her most popular titles include Emotional Intensity in Gifted Students and I’m Not Just Gifted.
Thursday, 12/1, 3:15 p.m.–4:15 p.m.
DLINES for Suicide Prevention
The Defensive Line presents a 2-hour workshop for teachers and administrators focused on suicide awareness, prevention, and action steps for creating a safe environment for students. The suicide prevention workshop is for adults in middle and high schools, particularly focusing on schools with a majority students of color to hold nuanced conversations of race and mental health with educators who have the greatest opportunities to expand their curiosity and create supportive environments for all of their students. The workshop provides guidance on language, listening, and a focus on implicit bias to help educators understand their own greatest strengths so they can support their students by getting them to the proper resources. This suicide prevention workshop is built around the acronym: D-LINES. This training aims to clarify the adult’s role in supporting students’ mental health by helping them find ways to naturally connect with students about their mental health and show them how to be the bridge to the resources that exist for their students in need. The training also walks teachers through a step-by-step plan to identify, intervene, and refer students in crisis or in need. The primary aim is to create better connections between the teacher and the student so that when a crisis arises, systems are in place to find appropriate support. The training seeks to answer the question for educators: What is your defensive line for intervening in suicide and mental health crises with your students?
Martha Thomas and Chris Thomas, The Defensive Line
About Martha Thomas
Martha draws young people like a magnet. She exudes warmth and welcome to everyone she meets. As a teacher and educator for 30 years, Martha brings authenticity and an open heart to her work with students. Nominated by her school district as Teacher of the Year, Martha prioritizes the well-being of her students, and provides creative and compassionate leadership both inside and outside the classroom. Martha co-founded The Defensive Line to honor her daughter, Ella, and to bring a message of hope and help to other at-risk young people. She is the roots of her family and believes and demonstrates fundamentally that connection is our greatest source of strength together. Martha, Chris, and Solomon were recipients of the 2019 AFSP Lifesaver Award. Martha resides in Coppell, TX, with her husband, Chris, and two rescue dogs Mickey and Rebel. She is a marathoner and devoted friend to a very lucky many, as well as a huge fan of the New York Jets for whom her son, Solomon, plays defensive lineman.
About Chris Thomas
Chris has yet to meet a stranger. During his 30-plus years in corporate management of consumer goods and products, both domestically and internationally, Chris has literally made thousands of friends through his innate ability to connect with and care for other people.A gifted college athlete, Chris played an integral role in coaching and developing the athletic achievements of his children, Ella and Solomon. People are immediately put at ease by his big laugh and zest for life, and by his ability to communicate a message of positivity and hope. As a senior executive at Procter & Gamble, Frito-Lay and Alberto Culver among others, Chris brought a drive for excellence to his work, earning recognition and industry awards including Salesperson of the Year and Supplier of the Year. He is a member of the Board of Directors of the American Foundation for Suicide Prevention, as well as Touched By Suicide (TBS) board member, AFSP Project 2025 board member, and College of Wooster Ad Hoc Alumni Trustee. He and his wife Martha and son Solomon were recipients of the 2019 AFSP Lifesaver Award. Chris often jokes that, as Solomon’s dad, he had the rare privilege of raising his own favorite NFL player, and no player has a more enthusiastic father in the stands. Chris continues to play sports, travel, and barbecue some of the world’s best ribs.
Expanding Talent Development Opportunities for All Students
Every student should have access to talent development opportunities in and out of school. However, access to such opportunities and to gifted education services is often limited. This session introduces an equity-focused approach to talent development, created to expand access to advanced curriculum and social and emotional learning opportunities for high potential students from underserved populations. Specific examples of strategies that can be used to identify high-potential students and support their affective and academic development and will be presented.
Nielsen Pereira, Ph.D., Purdue University
About Nielsen Pereira
Nielsen Pereira, Ph. D., is an associate professor of Gifted, Creative, and Talented Studies at Purdue University. His research interests include conceptual, contextual, and measurement issues in the identification of gifted and talented populations; design and assessment of learning in varied gifted and talented education contexts; and understanding gifted and talented student experiences in talent development programs in and out of school. With more than 40 scholarly publications, he regularly presents his research in gifted and STEM education conferences and has been invited to speak about his research in countries such as Colombia, the Netherlands, South Korea, and Turkey. He is one of the authors of the HOPE Teacher Rating Scale, an instrument designed to help teachers identify gifted students from underrepresented populations. He has received research grants from the U.S. Department of Education and the American Psychological Foundation, and was the recipient of the 2020 Early Scholar Award from the National Association for Gifted Children and the 2019 Pathbreaker Award from the American Educational Research Association Research on Giftedness, Creativity, and Talent special interest group.
Expanding Talent Development Opportunities for All Students
Every student should have access to talent development opportunities in and out of school. However, access to such opportunities and to gifted education services is often limited. This session introduces an equity-focused approach to talent development, created to expand access to advanced curriculum and social and emotional learning opportunities for high potential students from underserved populations. Specific examples of strategies that can be used to identify high-potential students and support their affective and academic development and will be presented.
Nielsen Pereira, Ph.D., Purdue University
About Nielsen Pereira
Nielsen Pereira, Ph. D., is an associate professor of Gifted, Creative, and Talented Studies at Purdue University. His research interests include conceptual, contextual, and measurement issues in the identification of gifted and talented populations; design and assessment of learning in varied gifted and talented education contexts; and understanding gifted and talented student experiences in talent development programs in and out of school. With more than 40 scholarly publications, he regularly presents his research in gifted and STEM education conferences and has been invited to speak about his research in countries such as Colombia, the Netherlands, South Korea, and Turkey. He is one of the authors of the HOPE Teacher Rating Scale, an instrument designed to help teachers identify gifted students from underrepresented populations. He has received research grants from the U.S. Department of Education and the American Psychological Foundation, and was the recipient of the 2020 Early Scholar Award from the National Association for Gifted Children and the 2019 Pathbreaker Award from the American Educational Research Association Research on Giftedness, Creativity, and Talent special interest group.
Laugh & Learn: Building Self-Efficacy Through Comedy
In this session, participants are challenged to bring their entire school team or new friends at the conference to work on a series of creative, comedic challenges. Enjoy a variety of activities that are not only a fun challenge, but also can be taken back to your campus to build self-efficacy. Build your perseverance and task commitment with your team while having a few laughs on the way with the always entertaining comedic team, Curtis Needs A Ride.
Michael Flusche and Ricky Anderson, Curtis Needs a Ride
About Michael Flusche
Michael Flusche loves to combine his passion for comedy with his love for gifted education. Beginning as a teacher with a hobby of comedy, Flusche earned an opportunity to work as a coordinator in gifted education. In doing so, Flusche discovered that the foundations of improvisational comedy directly relate to gifted research. Thus, Flusche earned a Masters of Gifted Education and is now the Director of G/T Services in Fort Worth ISD.
About Ricky Anderson
Ricky Anderson is an actor, video producer, comedian, and educator all in one.
Whether it’s teaching improv comedy or film production, Ricky has close to 15 years of experience helping others get creative. He loves education so much, he married another educator!
Leading by Example: Being a Culturally Responsive Gifted Leader
A significant topic in education is the need for culturally responsive leaders and teachers who work with diverse student populations. These populations are continuously increasing in U.S. schools. During this session, participants will receive leadership strategies and resources aiding in implementing culturally responsive practices in gifted and advanced placement programs.
Javetta Jones Roberson, Ed.D., McKinney ISD, and Erinn Fears Floyd, Ph.D., I-URGGE
About Javetta Jones Roberson
Dr. Javetta Jones Roberson serves as the District Coordinator of Secondary Advanced Academics & Gifted and Talented in McKinney ISD. Javetta received her doctorate of education in the Educational Leadership program at Texas A&M University-Commerce. Her research interests include diverse gifted and AP populations, equity in gifted, culturally responsive pedagogy (teaching, leadership, and curriculum), and professional learning of teachers (special education and gifted). Previously, she has served as a high school dean of instruction, high school Advanced Academics Coordinator, elementary Gifted Campus Coordinator/Liaison, district professional development facilitator for advanced academics, and gifted dual language teacher. Javetta serves on the Board of Directors for the Council of Exceptional Children-Association for the Gifted and is an immediate past board member of the Texas Association for the Gifted and Talented. She also serves on the Diversity, Equity & Access committee, Engage Online committee, Conference Program Committee, Special Populations Network as Program Co-Chair & G-RACE Sig Co-Chair with the National Association of Gifted Children. Javetta is the recipient of the 2021 SENG Gifted Educator of the year award. She continues to author articles, and book chapters, and offers professional learning on helping gifted student populations from various backgrounds thrive.
About Erinn Fears Floyd
Dr. Erinn Fears Floyd, a gifted education, diversity, equity, and inclusion scholar, is Director of Training and Partnership Development for The Consortium for Inclusion of Underrepresented Racial Groups in Gifted Education. She is the former Director of Professional Learning for the National Association for Gifted Children and Gifted Education Director for the Alabama Department of Education. Dr. Floyd is a Lecturer at Texas State University, San Marcos, and Assistant Professor at The University of Georgia. She has more than 29 years of experience as a classroom teacher, gifted and school improvement specialist, literacy coach, district gifted coordinator, and school administrator. She is an inaugural recipient of the NAGC Dr. Mary Frasier Teacher Scholarship for Diverse Talent Development. Dr. Floyd received the 2021 Emerald Literati Award for Outstanding Author Contribution. She has published several articles and book chapters and is the founder of Equity and Excellence in Education, LLC, which provides professional learning and academic support to educators, parents, and students.
Memory Matters: Enhancing Learning in Gifted Students from Poverty
Many gifted students raised in poverty face memory development delays which can impact their ability to learn. This session focuses on understanding how memory works, memory development, and suggested strategies to help students of any age develop their memory. Leave with several ideas you can implement immediately in your classroom.
Joyce Juntune, Ph.D., Texas A&M University
About Joyce Juntune
Dr. Joyce Juntune is an Instructional Professor in the Department of Educational Psychology at Texas A&M University in College Station, TX. She currently teaches graduate and undergraduate courses in educational psychology, child development, intelligence, and creativity. Her current research focus is on building academic success in high ability students raised in poverty through instructional change.
Understanding “The Performance Cliff:” How to Manage It and Prevent It
The Performance Cliff is a psycho-educational phenomenon that occurs in the gifted population whereas a student will be performing exceptionally well until somewhere between 6th and 9th grade and then suddenly begin to struggle. This presentation will explain why that happens and what can be done to prevent it.
Matthew Zakreski, Psy.D., The Neurodiversity Collective
About Matthew Zakreski
Matthew Zakreski, Psy.D., is a clinical psychologist who specializes in gifted/2e people and has presented more than 100 times all over the county and internationally. Zakreski is a grown-up gifted kid who loves sharing practical strategies on living your best life.
Thursday, 12/1, 4:30 p.m.-5:30 p.m.
Know Thyself, Express Thyself, Apply Thyself: Purposeful Empowerment in Goal-Setting for Gifted Learners
How do social-emotional awareness and self-regulation impact effective goal-setting, motivation, and academic achievement in gifted learners? This session provides a successful approach to personalized goal-setting through a reflective focus on intrapersonal awareness, interpersonal skills, and application to the learning process. Handouts, helpful hints, and examples of practice are provided.
Vicki Phelps, Ed.D., Milligan University, and Karah Lewis, Sumner County Schools, TN
About Vicki Phelps
Dr. Vicki Phelps is an Assistant Professor of Education at Milligan University. She has been involved in gifted education for 20+ years and enjoys providing professional learning and consultation services to districts seeking to improve gifted practice. Dr. Phelps is the recipient of the 2021 NAGC Book of the Year Award (with Emily Mofield). Recent books include: Successful Online Learning with Gifted Students and Strength-Based Goal Setting in Gifted Education (with Karah Lewis).
About Karah Lewis
Karah Lewis is the Lead Consulting Teacher for Gifted Education and the county-wide Gifted Consultant for high school students in Sumner County, TN. She has a Bachelor’s degree in Elementary Education (K-8) and a Master of Arts in Special Education (K-12). She has more than 15 years of experience in the classroom and enjoys developing curriculum and strategies to support gifted students. Karah is coauthor with Vicki Phelps on Strength-Based Goal Setting in Gifted Education (2022).
Friday, 12/2, 11:30 a.m.-12:30 p.m.
The Gifted Learner and Mental Health Challenges
This session will evaluate current perspectives and issues of mental health specific to gifted and talented students. This session will highlight the achieving, underachieving, and selective consuming students and their psychological well-being. Guidelines for engaging the gifted learner in mental health conversations will be included.
Heather Lambert, M.A., Claudia Gonzales-Harmon, Ed.D., and Ana Valenzuela, Clearhope Counseling and Wellness Center, and Priti Avantsa, Fort Bend ISD
About Heather Lambert
In the summer of 2017, in response to the urgent need for mental health services in her community, Heather Lambert left her 17-year career in education and founded Clearhope Counseling. Clearhope began with the simple mission to remove access barriers to high-quality mental health services. Today, Clearhope has 5 locations and partners with Houston-area school districts to provide on-campus mental health services, and a trauma-informed training to support educators and students. Heather is the author of Overcoming Toxic Air: A Path to Healing and Hope-Filled Exhales. Heather is also involved in political advocacy and was appointed to HB 906 Mental Health Task Force to study and evaluate mental health services to improve mental wellness in public schools across the state of Texas. Heather is driven by her personal mission that “No one should hurt alone.” Heather has been married to Pastor Brian Lambert for 28 years. Brian and Heather have 4 children.
About Dr. Claudia Gonzalez-Harmon
Dr. Claudia Gonzalez-Harmon has 20 years of educational experience in multiple school districts. She was a bilingual elementary teacher, high school guidance counselor, early college, and lead counselor. During her leadership position, she saw a need to focus on mental health and social and emotional education which motivated her to pursue a doctorate. Dr. Gonzalez-Harmon earned her doctorate of education degree in Educational Leadership with a focus in Counseling from the University of Houston-Clear Lake. Dr. Gonzalez-Harmon is a Licensed Professional Counselor in the State of Texas. During COVID 19 pandemic she participated in the Congressional Award – Mental Health breakout sessions, Univision Facebook forum, and the HER Task Force. Throughout Dr. Gonzalez-Harmon’s career, she has promoted and supported academic success for all learners by responding to their specific social and emotional needs by providing supportive opportunities to create change in their psychological well-being. She is the Director of School-Based services at Clearhope Counseling and Wellness where she also sees clients.
About Ana Valenzuela
Ana Valenzuela has 15 years of experience as a Behavioral Health Clinician, including four years as the Clinician Training Department Supervisor for the Harris County Mental Health Authority Crisis Division. In addition, she is an experienced Team Leader, program developer, and community mental health advocate. Ana holds a Master of Science degree in Mental Health Counseling from Walden University. Ana is the Executive Director at Clearhope Counseling & Wellness, PC. Ana is a Bilingual English/Spanish Licensed Professional Counselor (LPC), Licensed Chemical Dependency Counselor (LCDC) to practice professional counseling in the state of Texas, and a National Certify Counselor (NCC). She is also a National Society of Leadership and Success (NSLS) member. A Certify Trauma and Reliance Trainer. A Walden University Ambassador, President of the Caribbean American Heritage Foundation of Texas, and recipient of the Phenomenal Women Global Award 2021. Ana’s mission is to equip and empower mental health professionals to become and feel confident in being experts in providing mental health services.
Priti Avantsa is a Licensed Social Worker with over 20 years of experience in school social work. She started her career as a Community Youth Service Specialist with Harris County. She continued her work with students in Spring ISD, Spring Branch ISD, and Fort Bend ISD where she has been for 17 years and is currently the Coordinator of Mental Health and Social Work Services. She oversees a team of 16 Social Workers, 6 Licensed Profession Counselors and Community Mental Health partners who provide mental health services to students in the district. She spearheaded the development and roll out of the mental health program in FBISD in 2019. Priti has been a presenter at the Texas School Workers Conference and Parent Involvement Conference on many occasion discussing programs that were parent-focused on Title I campuses. Priti has been married to Srini for 32 years and is the proud parent of a 27-year-old son and 24-year-old daughter who are now independent young adults. She is enjoying empty nesting with her husband and two dogs and loves to do exactly what she wants!
Unpacking the Complexity of Underachievement: Perspective, Practice, and Possibilities
Underachievement is a concept that is as complex as its perceived solutions. The presenters offer recommendations from their work, and provide an opportunity for educators and other stakeholders to examine the concept of underachievement from different perspectives.
Javetta Jones Roberson, Ed.D., McKinney ISD, and Kristina Collins, Ph.D., Texas State University
About Javetta Jones Roberson
Dr. Javetta Jones Roberson serves as the District Coordinator of Secondary Advanced Academics & Gifted and Talented in McKinney ISD. Javetta received her doctorate of education in the Educational Leadership program at Texas A&M University-Commerce. Her research interests include diverse gifted and AP populations, equity in gifted, culturally responsive pedagogy (teaching, leadership, and curriculum), and professional learning of teachers (special education and gifted). Previously, she has served as a high school dean of instruction, high school Advanced Academics Coordinator, elementary Gifted Campus Coordinator/Liaison, district professional development facilitator for advanced academics, and gifted dual language teacher. Javetta serves on the Board of Directors for the Council of Exceptional Children-Association for the Gifted and is an immediate past board member of the Texas Association for the Gifted and Talented. She also serves on the Diversity, Equity & Access committee, Engage Online committee, Conference Program Committee, Special Populations Network as Program Co-Chair & G-RACE Sig Co-Chair with the National Association of Gifted Children. Javetta is the recipient of the 2021 SENG Gifted Educator of the year award. She continues to author articles, and book chapters, and offers professional learning on helping gifted student populations from various backgrounds thrive.
About Kristina Henry Collins
Kristina Henry Collins, Ph.D., is the core Talent Development Program faculty and co-PI for NASA STEM Engagement & Educator professional Development Collaborative at Texas State University, San Marcos. Dr. Collins earned her Ph.D. in educational psychology and Ed.S. in gifted and creative education from the University of Georgia. She holds a M.S.Ed. degree in mathematics (Jacksonville State University) with certifications in technology education and computer science; a B.S. degree in engineering (University of Alabama); and a military science diploma (USN) in cryptology and electronic surveillance. Dr. Collins is the proud recipient of the 2020 National Association for Gifted Children (NAGC) Special Populations Network “Early Career Award,” 2020 Bridges Academic Press, 2021 “Person to Watch” in the field of twice exceptionality, and 2011 Mary Frasier Equity and Excellence Award presented to her by Georgia Association of Gifted Children (GAGC) for her work in advancing educational opportunities for under-represented students in gifted education. She currently serves as president of SENG (Supporting Emotional Needs of the Gifted) and member-at-large for the NAGC’s board of directors. Her research foci include multicultural gifted education; culturally responsive STEM identity and talent development; and mentoring across the lifespan.
Using the Metacognitive Cycle to Build Executive Function Skills in Gifted and 2e Learners
Gifted students may struggle with executive functioning skills like time management, prioritizing, or sustaining focus due to being twice-exceptional or experiencing asynchronous development. Learn how to leverage their metacognitive skills in order to build executive functioning for success at school and home.
Emily Kircher-Morris, LPC, The Neurodiversity Podcast
About Emily Kircher-Morris
Emily Kircher-Morris, LPC, is the host of The Neurodiversity Podcast. She has written two books related to the development of twice-exceptional students. Teaching Twice-Exceptional Learners in Today’s Classroom (Free Spirit Publishing, 2021) focuses on supporting 2e learners in the educational setting. Raising Twice-Exceptional Children: A Handbook for Parents of Neurodivergent Gifted Kids (Routledge, 2022) guides parents through the world of twice-exceptionality. She practices as a mental health counselor outside of St. Louis, MO.