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Welcome to the 2018 WATG Conference!

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Thursday, November 1
 

7:30am

On-Site Pre-Conference Session Registration
Check-in for those registered for the Pre-Conference Sessions. (Separate fee for the Pre-Conference Sessions.)

Thursday November 1, 2018 7:30am - 8:30am
Registration Area

7:45am

Pre-Conference Continental Breakfast
Breakfast for those registered for a pre-conference session

Thursday November 1, 2018 7:45am - 8:30am
Main Ballroom

8:30am

Precon 1: [ADD'L FEE] Youth-Adult Partnerships that Improve Advanced Learning and Engagement
Limited Capacity seats available

ADDITIONAL PRE-CONFERENCE FEE APPLIES; LIMITED TO 8 DISTRICT TEAMS

For Youth-Adult Partner Teams:  1-2 educators/administrators and 1-2 students, max of 4 per district

In this workshop, youth-adult partner teams will explore why it matters that youth and adults are partners in learning and decision-making in our schools. This exploration will lay the foundation for a deeper dive into what this partnership looks and sounds like when authentically implemented.

Facilitators will review UP for Learning’s initiatives to provide a clearer picture of key components of partnership in action. Participants will engage in self-assessment to identify areas of strength and potential growth and use tools and strategies that ensure the integrity of true shared responsibility.

Teams will leave this session as capable creators and guardians of their own unique partnerships for their schools, developing an action plan informed by this sharpened vision of youth empowerment through partnership.

Speakers
avatar for Dr. Helen Beattie

Dr. Helen Beattie

Executive Director, UP for Learning (Unleashing the Power of Partnership)
Helen Beattie is the founder and Executive Director of UP for Learning (Unleashing the Power of Partnership for Learning). Her creation of UP for Learning reflects a life-long passion for elevating the voices of those who feel disempowered and voiceless, either in the health or education... Read More →
avatar for Asah Whalen

Asah Whalen

UP for Learning
Asah is a rising senior from Saint Michael’s College in Vermont. The son of two teachers, Asah is passionate about protecting public schools and making sure that students find purpose and meaning in their learning . He was an active participant in UP for Learning's initiatives during... Read More →


Thursday November 1, 2018 8:30am - 11:30am
Sandstone 3

8:30am

Precon 2: [ADD'L FEE] Four Essential Steps to Empower Student Voice (for Educators)
This session - - designed specifically for teachers, school counselors, and GT coordinators - - will highlight the who, what, why, and how of helping gifted students speak up and take charge of their own education.

You will hear what our brightest learners have to say about their educational experiences through survey responses of over 450 middle and high schoolers attending GT Carpe Diem workshops. You can also assess your own district's support for self-advocacy, share strategies that encourage student autonomy, discuss the barriers to self-advocacy for underserved learners, sample activities that promote self-advocacy, and collaborate in writing action plans for change.

Registration includes a copy of the book, The Power of Self-Advocacy for Gifted Learners: Teaching the Four Essential Steps to Success, providing those interested in facilitating their own workshop with the necessary information, insights, and tools.

Participant Outcomes:
  • Recognize the importance of student self-advocacy
  • Understand the rights and responsibilities of gifted students
  • Learn how to assess the five areas of a learner profile
  • Match student characteristics to specific programming options
  • Consider the role of each stakeholder in encouraging students' self¬-advocacy
  • • Plan and facilitate direct instruction on self-advocacy for gifted students

NAGC Standards Addressed
Standard 1: Learning and Development
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.
1.7. Cognitive and Affective Growth. Students with gifts and talents recognize their preferred approaches to learning and expand their repertoire.

Standard 4: Learning Environments
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.

Speakers
avatar for Deb Douglas

Deb Douglas

Consultant, GT Carpe Diem, LLC
Author, "The Power of Self-Advocacy for Gifted Learners: teaching the 4 essential steps to success" | | Gifted Education Consultant, GT Carpe Diem, LLC | | Past President, WATG


Thursday November 1, 2018 8:30am - 11:30am
Wilderness 4

8:30am

Precon 3: [ADD'L FEE] Parenting Gifted: Beyond the Basics
Parenting gifted kids is most definitely not for the faint of heart! From the endless questions to the gargantuan emotions, the asynchrony to the sensory sensitivities, the perfectionism to the heightened empathy, these kids bring intense joy and intense challenge to even the most skilled of parents. Join us for this pre-conference session to dive deep together into the world of parenting gifted kids. Find support, learn strategies, and increase your understanding of your differently wired child. Content will be shaped by the needs and interests of the group, but will most likely include: building self-compassion, managing anxiety, nurturing sibling relationships, modulating intensities, and generally maintaining your own sanity!

Participant Outcomes:
Participants will be able to . . .
  • Identify and implement 2-3 strategies to regulate each of Dabrowski’s 5 intensities
  • Identify 2-3 strategies to support their child’s social well-being
  • Identify 2-3 strategies to support their child’s mental health and wellness
  • Identify 2-3 strategies and resources to enhance their own support network as a gifted parent

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 →


Thursday November 1, 2018 8:30am - 11:30am
Tundra AB

11:00am

On-Site Conference Registration
Thursday November 1, 2018 11:00am - 1:00pm
Registration Area

11:00am

11:15am

12:00pm

12:00pm

12:15pm

Conference Begins! Opening Remarks
Speakers
avatar for Cathy Schmit

Cathy Schmit

President, Wisconsin Association for Talented and Gifted
I am honored to serve as the current president of WATG. As the parent of three gifted young adults, I have found myself compelled to advocate for the needs of my own gifted children, as well as the gifted children in my schools, district and state. I have a special interest in ensuring... Read More →


Thursday November 1, 2018 12:15pm - 12:30pm
Main Ballroom

12:50pm

Keynote: Nothing About Me Without Me: Student Voice and Partnership at the Center
When organizations decide to embrace student voice as a priority, they often initiate a pendulum swing from an entirely adult-driven model to an entirely youth-driven model. Neither end of this swing mobilizes the full potential of either adults or youth. The most powerful configuration is partnership: shared responsibility for learning and decision-making.

We will explore the reasons why amplifying youth voice is the essential next step in making our schools more engaging and communities places where young people thrive. In the process, we will identify the partnership sweet spot: where all individuals feel known and valued, have a sense of purpose, and pursue that purpose with heartfelt intention. Authentic youth-adult partnership—a culture that supports all of us to be our best selves—develops along a continuum. We’ll provide benchmarks for this journey and time for reflection, aiming for deeper understanding and commitment to this partnership paradigm shift.

We expect to inform and inspire you to set at least one goal to amplify student voice and partnership to build on at the conference and initiate upon your return home.

Speakers
avatar for Dr. Helen Beattie

Dr. Helen Beattie

Executive Director, UP for Learning (Unleashing the Power of Partnership)
Helen Beattie is the founder and Executive Director of UP for Learning (Unleashing the Power of Partnership for Learning). Her creation of UP for Learning reflects a life-long passion for elevating the voices of those who feel disempowered and voiceless, either in the health or education... Read More →
avatar for Asah Whalen

Asah Whalen

UP for Learning
Asah is a rising senior from Saint Michael’s College in Vermont. The son of two teachers, Asah is passionate about protecting public schools and making sure that students find purpose and meaning in their learning . He was an active participant in UP for Learning's initiatives during... Read More →


Thursday November 1, 2018 12:50pm - 1:50pm
Main Ballroom

1:50pm

Parent meeting room
This room is available for parents to convene on Thursday, Nov 1.

Thursday November 1, 2018 1:50pm - 2:05pm
Woodland Board Room

2:00pm

Breakout 1A: Connect, Explore, Engage: Increase Student Agency
Connect with the talents and gifts of students and increase agency by exploring the community and engaging in sustainable solutions. Learn how using essential questions to frame Wisconsin's recently revised Standards for Environmental Literacy and Sustainability (ELS) can deepen learning for TAG students and provide opportunities for them to uncover the learning inside and outside the classroom.

Participants will leave with
  • An understanding of the shifts in pedagogy required by the new standards,
  • Access to a plethora of resources specifically tied to the revised state standards for environmental literacy and sustainability,
  • An in-session brainstorm of how increasing student voice and agency can help differentiate for TAG students, and
  • Increased confidence returning to districts with information directly from DPI on the new standards.
NAGC Standards Addressed
Standard 3: Curriculum Planning and Instruction
3.4. Instructional Strategies. Students with gifts and talents become independent investigators.
3.5. Culturally Relevant Curriculum. Students with gifts and talents develop knowledge and skills for living and being productive in a multicultural, diverse, and global society.
3.6. Resources. Students with gifts and talents benefit from gifted education programming that provides a variety of high quality resources and materials.



Speakers
avatar for Sandy Benton

Sandy Benton

Co-Founder & Leadership Team, Wisconsin Green Schools Network
Sandy Benton is passionate about teaching and learning. Her experiences and research as both a literacy coach and a classroom teacher indicate that deep, lasting learning occurs when instruction is learner-centered, interdisciplinary, hands-on, and grounded in real world experiences... Read More →
avatar for Victoria Rydberg

Victoria Rydberg

Environmental Education & Service-Learning, Wisconsin Department of Public Instruction
Victoria Rydberg is an educator passionate about constructing authentic, real-world learning experiences through place-based environmental education. As the environmental education consultant for the Wisconsin Department of Public Instruction, Victoria works with teachers and organizations... Read More →


Thursday November 1, 2018 2:00pm - 3:00pm
Tundra AB

2:00pm

Breakout 1B: Counseling the Gifted Adolescent
Without community, challenge, and social/emotional supports, gifted learners can develop significant concerns, including depression, perfectionism, and anxiety.

In this interactive sectional, we will present research about gifted students' unique social/emotional needs and work with attendees to develop strategies that will work for their students. We will address the asynchronous development that is common among gifted students, as well as twice-exceptional students.

Using case studies, research, survey data, and our experiences working in a high school,
we will discuss the impact of a multi-tiered approach and show examples of strategies that have been implemented in our district. We will outline practical strategies that educators can use to encourage gifted students' development of skills in self-advocacy, resilience, and independence. We will provide the space and tools necessary for attendees to develop an action plan to support advanced learners in their community.

Participants will leave this session with a plethora of strategies to help gifted students develop self-advocacy, resilience, and ultimately become independent learners. This interactive session will provide participants with a high school counselor's experience implementing a multi-tiered approach to supporting gifted students.

NAGC Standards Addressed
Standard 1: Learning and Development
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.
1.4. 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.

Standard 3: Curriculum & Instruction
3.6. Resources. Students with gifts and talents benefit from gifted education programming that provides a variety of high quality resources and materials.

Standard 4: Learning Environments
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.

Speakers
avatar for Amy Miller

Amy Miller

Advanced Learning Coordinator, 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 →
avatar for Alyssa Pon-Franklin

Alyssa Pon-Franklin

School Counselor, Oregon High School
Alyssa holds an Bachelor’s degree from UW-Madison in Psychology and Spanish and a Master's degree from UW-Milwaukee in School Counseling. She currently works at Oregon High School as a School Counselor and loves being able to develop relationships with students and families. During... Read More →


Thursday November 1, 2018 2:00pm - 3:00pm
Tundra CD

2:00pm

Breakout 1C: Learning From My Twin Brother With Autism
Bera, a high school student, will share how, along with his advanced curriculum, he has been able to apply his skills to activism within the Autism community.

Participants will experience how one student has an objective that isn't forced with school curriculum, but uses school knowledge to further themselves in steps of activism!

NAGC Standards Addressed
Standard 4: Learning Environments

Speakers
avatar for Bera Demirbilek

Bera Demirbilek

Founder, Learning Autism
Inspired thinker. A current high school student in the Milwaukee area who applies his learning to non-profit projects and business ideas. | Check out the Instagram: @learningautism


Thursday November 1, 2018 2:00pm - 3:00pm
Tundra EF

2:00pm

Breakout 1D: Start Ahead with UW Colleges Online
EXHIBITOR/SPONSOR SESSION!
Taking college courses while in high school is a great way for students to get ahead. Whether you have 1, 10 or 30 students interested in starting college coursework while in high school, UW Colleges Online is a great option to consider for the convenience and flexibility with a quality UW education.

In this session, we will discuss the admission and enrollment process, as well as the support services available to students in online courses, including academic advising. We’ll provide information about how you can work with an academic advisor to assist students and parents in choosing courses that align with the students’ future academic goals and their Academic and Career Planning process.

Finally, we will discuss how high school students can be successful in online college courses.

Participants will learn:
  • The admission and process for high school students
  • The resources available to students in online courses
  • How to help students choose courses that align with their academic and career goals
  • How students can be successful in online college courses

NAGC Standards Addressed
Standard 3: Curriculum & Instruction
3.3. Talent Development. Students with gifts and talents develop their abilities in their domain of talent and/or area of interest.

Speakers
KS

Katie Seibel

Student Affairs Coordinator, UW Colleges Online


Thursday November 1, 2018 2:00pm - 3:00pm
Wilderness 1

2:00pm

Breakout 1E: Considering Creativity
"Considering Creativity" is a beginner's guide to building creative thinking skills, not only in students, but also in teachers. Participants will explore the construct of creativity, creativity blockers, ways to encourage creativity and support students in taking "creative risks," and how to help students reflect on their own creative abilities.

Components of this presentation can be used to assist students with understanding themselves as creative thinkers, setting goals for their growth as creative thinkers, and identifying their strengths and weakness through the lens of creative thinking.

Participants will:
  • Be able to identify the four main components of creative thinking
  • Practice strategies for building creative thinking within each of those components
  • Understand ways to encourage "creative risk taking"
  • Explore ways for students to take ownership over their growth as a creative thinker. 

NAGC Standards Addressed
Standard 4: Learning Environments
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.

Speakers
avatar for Nicole Meier

Nicole Meier

Talented and Gifted Program Coordinator, Waterford Graded School District
Nicole Meier earned her Bachelor's degree in elementary education from UW-Whitewater, and her Master's degree in Gifted Education from the University of Connecticut. She has 20 years of experience in public education, and is currently serving as the Gifted and Talented Program Coordinator... Read More →


Thursday November 1, 2018 2:00pm - 3:00pm
Wilderness 4

2:00pm

Breakout 1F: Can Gifted Ed be Contagious?
Gifted Education and Advanced Learning are often dismissed as some thing "extra" schools do above and beyond the goal of grade level proficiency for all students.

What if process knowledge from the world of business marketing could be applied to this sector of education?

This session will be a discussion of the concepts addressed in Wharton business school professor Jonah Berger's book: Contagious: Why Things Catch On. Participants will be asked to reflect on the barriers to Gifted Education being accepted as a regular and expected part of what schools do. We will discuss the six principles of contagiousness (social currency, triggers, emotion, public visibility, practical value and stories) that explain why some products, ideas and behaviors catch on.

If we apply one or more of these principles to Gifted Education and Advanced Learning, will that finally tip the scale to make Gifted Education part of mainstream education work?

The overall goal on this session is to discuss how we can collectively help more people understand Gifted Education and Advanced Learning as a crucial piece of addressing both equity and excellence in education.

Participants will be able to:
  • Identify barriers that keep Gifted Education and Advanced Learning from being embraced as an important part of public education. 
  • Identify which of the six principles of contagiousness are most likely to elevate the visibility of Gifted Education and Advanced Learning in their district



NAGC Standards Addressed
Standard 5: Programming

Speakers
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 →


Thursday November 1, 2018 2:00pm - 3:00pm
Sandstone 3

2:00pm

Breakout 1G: Enhance Your Curriculum with Creative & Critical Thinking Tools
EXHIBITOR/SPONSOR SESSION!
This is a hands-on session where you will learn and practice a variety of generating and focusing tools. Examples include futures wheel, checklisting techniques, force field analysis, cross impact matrix, decision making strategies and more.

Participant Outcomes: You will come away with a variety of tools and strategies to that can be integrated into existing curricula in a variety of ways to build and enhance students’ thinking skills.

NAGC Standards Addressed
explicitly addressed in this session:
1. Learning & Development
3. Curriculum Planning & Instruction
4. Learning Environments
5. Programming



Speakers
LB

Lynn Buckmaster

Affiliate Director, Wisconsin Future Problem Solving

Sponsors
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 →


Thursday November 1, 2018 2:00pm - 3:00pm
Sandstone 8-9

3:00pm

Beverage break in the Ballroom!
Thursday November 1, 2018 3:00pm - 3:15pm
Main Ballroom

3:15pm

Breakout 2A: Nurturing Voice and Choice (for Parents)
A gifted child’s early desire for independence makes it especially important for parents to be
guides on the side as their students learn to take charge of their own educations.

In this session, parents will discover ways to help their children negotiate the education system through speaking up, recognizing their options, and creating their own paths. Encouraging gifted
learners to take the lead is made easier when parents and students together follow four
essential steps to self-advocacy.

Parents will:
  • Recognize the characteristics of their child’s learner profile
  • Reflect on their child’s rights and responsibilities
  • Explore programming options that match their child’s unique learner profile
  • Create a plan to guide their child toward self-advocacy

NAGC Standards Addressed
Standard 1: Learning and Development
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
1.7. Cognitive and Affective Growth. Students with gifts and talents recognize their preferred approaches to learning and expand their repertoire.

Standard 4: Learning Environments
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.

Speakers
avatar for Deb Douglas

Deb Douglas

Consultant, GT Carpe Diem, LLC
Author, "The Power of Self-Advocacy for Gifted Learners: teaching the 4 essential steps to success" | | Gifted Education Consultant, GT Carpe Diem, LLC | | Past President, WATG


Thursday November 1, 2018 3:15pm - 4:15pm
Tundra AB

3:15pm

Breakout 2B: Personalizing the Journey to Personalization
http://bit.ly/2znXBqO

This collaborative session will offer options for participants, like an un-conference.

Sheri will share Kettle Moraine's personalized learning continuum. Participants will then briefly discuss their own paths/experiences with personalized learning and generate topics based on interest and need. This format provides a model for meeting diverse needs in the classroom.

For those just getting started with personalized learning, Sheri will share a practical vocabulary process that includes student voice, self-pacing, along with a gradual release of ownership from
teacher to the students and shows the importance of personalized learning in developing advocacy and important soft skills.  For others, she will share the Buck Institute Resources.

This session will remain flexible to the group of people who attend. Others with expertise will be encouraged to facilitate groups as needed. We would all learn from each other. Resources will be shared by the presenter and others in the room.

Time will be provided for participants to brainstorm next steps on their own personalized learning journey to include more student voice, to begin to develop a plan of action, and discuss their ideas with others to obtain feedback that could help further develop their goals/ideas.

NAGC Standards Addressed
Standard 1: Learning and Development
1.7. Cognitive and Affective Growth. Students with gifts and talents recognize their preferred approaches to learning and expand their repertoire.
  • 1.7.1. Teachers enable students to identify their preferred approaches to learning, accommodate these preferences, and expand them.
Standard 2: Assessment
2.1. Identification. All students in grades PK-12 have equal access to a comprehensive assessment system that allows them to demonstrate diverse characteristics and behaviors that are associated with giftedness.
  • 2.1.1. Educators develop environments and instructional activities that encourage students to express diverse characteristics and behaviors that are associated with giftedness.
Standard 3: Curriculum & Instruction
3.1. Curriculum Planning. Students with gifts and talents demonstrate growth commensurate with aptitude during the school year.
  • 3.1.6. Educators use pre-assessments and pace instruction based on the learning rates of students with gifts and talents and accelerate and compact learning as appropriate.
3.3. Talent Development. Students with gifts and talents develop their abilities in their domain of talent and/or area of interest.
  • 3.3.3. Educators provide opportunities for students with gifts and talents to explore, develop, or research their areas of interest and/or talent.
3.4. Instructional Strategies. Students with gifts and talents become independent investigators.
  • 3.4.2. Educators use creative-thinking strategies to meet the needs of students with gifts and talents.
Standard 4: Learning Environments
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
  • 4.1.1. Educators maintain high expectations for all students with gifts and talents as evidenced in meaningful and challenging activities

Speakers
SD

Sheri Drolshagen

Talent Development Coordinator, Kettle Moraine School District
Born and raised near the Milwaukee area, I received my Bachelor’s, my Master’s, and my GiftedCoordinator’s license from UW-Whitewater. I have enjoyed and learned from gifted students onmy journey as a classroom teacher for 24 years and as a GT Coordinator for the past nine.Having... Read More →


Thursday November 1, 2018 3:15pm - 4:15pm
Tundra CD

3:15pm

Breakout 2C:Project Citizen and We the People
Project Citizen is a hands on civic education program for upper elementary, middle and high school students designed actively engage young people in the civic life of their community. The students identify a problem in their school or community, research the problem, propose a solution, and develop an action plan for solving the problem. Project Citizen students prepare a portfolio and have the opportunity to present it to a panel of evaluators in a local and state showcase. Successful projects have included an all inclusive playground, bike trial, dog park, and renovation of a track and field.

We the People is a study of the history and foundations of the institutions of American constitutional democracy. Its goal is to promote civic competence and responsibility among the nation's elementary and secondary students. We the People results in a culminating activity where students "testify" before a panel of judges in a simulated congressional hearing.

NAGC Standards Addressed
Standard 1: Learning and Development
Standard 2: Assessment
Standard 3. Curriculum and Instruction
Standard 4. Learning Environments

Speakers
JJ

Jack Jarmes

Project Citizen State Coordinator, Civics in Wisconsin
Jack Jarmes is the Wisconsin Project Citizen State Coordinator and a retired social studies teacher.


Thursday November 1, 2018 3:15pm - 4:15pm
Tundra EF

3:15pm

Breakout 2D: Rise Up and Write: Supporting Youth Advocacy
Rise Up & Write is a summer camp from the Greater Madison Writing Project for high school students who want to learn to use writing to create change. This session will discuss and share some of our tools we have found to be most effective for supporting youth writers in understanding complex topics, organizing their arguments, and writing to diverse audiences.

With tools and strategies that are transferable to the classroom, participants will be inspired to support young people in developing their voice and writing about issues that matter to them. They will leave:
  • Understanding the importance of creating spaces for youth advocacy writing  
  • Knowing about and able to use several tools and strategies for supporting youth advocacy writing in their schools and classrooms
NAGC Standards Addressed
Standard 3: Curriculum and Instruction
3.3. Talent Development. Students with gifts and talents develop their abilities in their domain of talent and/or area of interest.
  • 3.3.1. Educators select, adapt, and use a repertoire of instructional strategies and materials that differentiate for students with gifts and talents and that respond to diversity.
3.4. Instructional Strategies. Students with gifts and talents become independent investigators.
  • 3.4.1. Educators use critical-thinking strategies to meet the needs of students with gifts and talents.

Speakers
avatar for Bryn Orum

Bryn Orum

Outreach Specialist, University of Wisconsin - Madison / Greater Madison Writing Project
I am an Outreach Specialist for the Greater Madison Writing Project at the University of Wisconsin - Madison. I am interested in educational equity; supporting youth advocacy and activism; argument writing and civil discourse; and place-based, project-based, and democratic educat... Read More →


Thursday November 1, 2018 3:15pm - 4:15pm
Wilderness 1

3:15pm

Breakout 2E: Using Off-Level Assessment Results Effectively
Acceleration, in its many forms, is a critical part of talent development for high ability young people, and above-grade-level assessment is a valuable tool for educators, students, and families to pinpoint strengths and plan for growth, including accelerated instruction.

For above-grade-level assessment to be useful, everyone involved in developing a student's academic plan needs to know what the results mean and how to use them to make informed decisions. Do you know how off-level testing works? Are you confident using above-grade-level score data to inform decisions about instruction, make recommendations about supplemental programs, or enhance a continuum of services? Are you able to respond to student or parent inquiries about how best to meet identified needs?

Using case studies, learn how you can use off-level test results to make decisions about acceleration, assist students with academic planning, and create services aligned with NAGC programming standards.

As a result of this session, participants will:
  • Understand the role of above-grade-level assessment in academic planning for high-ability students.
  • Interpret above-grade-level scores on the PSAT, SAT, and ACT and identify how they can be used to make decisions about acceleration, enrichment, and other program opportunities for students.
  • Work with parents and students to help them better understand student strengths and needs for talent development.
  • Make use of resources and research available on above-grade-level assessment to enhance programs that align with the NAGC programming standards.

NAGC Standards Addressed
Standard 1: Learning & Development
  • 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.
Standard 2: Assessment
  • 2.2. Identification. Each student reveals his or her exceptionalities or potential through assessment evidence so that appropriate instructional accommodations and modifications can be provided
  • 2.4. Learning Progress and Outcomes.  Students with gifts and talents demonstrate advanced and complex learning as a result of using multiple, appropriate, and ongoing assessments.
Standard 3: Curriculum Planning & Instruction
  • 3.6. Resources. Students with gifts and talents benefit from gifted education programming that provides a variety of high quality resources and materials.
Standard 5: Programming
  • 5.3. Collaboration. Students with gifts and talents’ learning is enhanced by regular collaboration among families, community, and the school.
These are all standards having to do with identification, self-advocacy, and a continuum of service that includes enrichment and acceleration.

Speakers
avatar for Melissa Hinshaw

Melissa Hinshaw

Assessment Coordinator, Center for Talent Development, Northwestern University
Melissa Hinshaw is the Coordinator of Assessment at the Center for Talent Development at Northwestern University. As the assessment leader she manages the NUMATS above-grade assessment program. In addition to assessment, she works closely with CTD staff on a variety of initiatives... Read More →


Thursday November 1, 2018 3:15pm - 4:15pm
Wilderness 4

3:15pm

Breakout 2F: Organizational Culture: "White Noise" Effect
Organizational culture can best be described as a collection of attitudes, beliefs, rituals, and relics that describe how the mission of the organization is achieved through internal resources (people and systems). My willingness to be an active participant in my learning journey is heavily dependent upon the psychological safety created by the culture of the school or organization.

White Noise is used to drown out other sounds particularly in open spaces. Organizational culture may too have this drowning out affect if it does not invite, listen, and respond to the many voices, particularly the student voice, as an active participant in their learning journey.

This presentation will offer examples and tips for creating, enforcing, and sustaining psychologically safe learning environments that evolve organizational culture that enhance the continuum of voice, including:
  • Being mindful that the culture of the learning environment is equally as important as the curriculum.
  • A student may be adapting to multiple, and often times competing, organization cultures simultaneously (home, school, social circles).
  • Students, teachers, and parents have an active role in the culture created within the classroom.
  • Identity, diversity, and lived experience influence my willingness to use my voice as an active participant on my learning journey.
NAGC Standards Addressed
Standard 4: Learning Environments
Standard 6: Professional Development

Speakers
avatar for Alonzo Kelly

Alonzo Kelly

Principal, Kelly Leadership Group
A dynamic Executive Coach, Professor, 3x Best Selling Author, and Radio Host, Alonzo Kelly has gained international and global attention as a premier consultant and strategist. Alonzo is recognized as one the nation’s leading experts on leadership development, strategic thinking... Read More →


Thursday November 1, 2018 3:15pm - 4:15pm
Sandstone 8-9

4:15pm

MPS Networking
Meeting space for attendees from MPS 

Thursday November 1, 2018 4:15pm - 4:45pm
Sandstone 3

4:20pm

4:30pm

Student Art Gallery

Thursday November 1, 2018 4:30pm - 5:00pm
Gallery

4:30pm

Exhibitors / Networking / Unconference
Opportunity to network, nosh, and enjoy student performances

Thursday November 1, 2018 4:30pm - 5:30pm
Main Ballroom
 
Friday, November 2
 

7:00am

7:15am

7:30am

Vendor Exhibits
Friday November 2, 2018 7:30am - 2:00pm
Main Ballroom

8:00am

8:00am

8:15am

Opening Remarks
Speakers
avatar for Heidi Erstad

Heidi Erstad

WATG Board member, Wisconsin RtI Center
avatar for Mark Schwingle

Mark Schwingle

Education Consultant, WI Dept. of Public Instruction
Mark Schwingle works at the Wisconsin Dept. of Public Instruction as the education consultant for gifted and talented education. With support from DPI’s federal Javits grant, he is currently working with partners across the state to mitigate issues of disproportionality in the identification... Read More →


Friday November 2, 2018 8:15am - 8:30am
Main Ballroom

8:30am

Keynote: Authentic Student Leadership
Student voice and leadership plays an important role in all aspects of community engagement – from school and district decision-making to having meaningful conversations about the issues affecting a community. 


As Friday’s keynote, Molly Messenger, Director of Pittsfield Listens in Pittsfield, NH, will unpack the meaning of authentic student leadership in communities and schools and how it leads towards more equitable systems of education and student engagement. Parents and educators in attendance will learn how they can lift up and support student leadership in their communities, whereas youth will learn how they can harness their voices to emerge as leaders in their schools, towns and cities. 

Speakers
avatar for Molly Messenger

Molly Messenger

Director, Pittsfield Listens
Molly Messenger is the Director of Pittsfield Listens, an organization dedicated to redesigning and reinvigorating the way its community makes educational progress by fostering leadership and empowering residents to develop systems and structures that ensure greater public participation... Read More →
avatar for Stefne Ricci

Stefne Ricci

Pittsfield Listens
Stefne Ricci is a senior at Pittsfield Middle High School. She is the Vice Chair of the Pittsfield Listens Board, a Team Leader of Pittsfield Youth Voice in it Together (PYViiT) of Pittsfield Listens, and part of Pittsfield Justice Committee. ​She loves music and is involved in... Read More →


Friday November 2, 2018 8:30am - 9:30am
Main Ballroom

9:45am

Breakout 3A: Personalized Learning & Gifted: District Examples
Districts nationwide are incorporating GT programming into personalized learning (PL) frameworks.

For those who have embraced PL, the emphases on individualized pacing, student goals and student voice, and learner engagement seem highly appropriate for advanced learners. But how does it work, and what does it look like? Do you start from scratch, or do you incorporate current advanced learner options into the new structure? How do you make sure that equity and excellence are both key components of personalized learning?  What about student voice?

Join panelists who have wrestled with practical “how-to” questions in at least seven areas: identification, readiness, diversity, programming, staffing, databases, and communication.  See attached "handout" for more detail!

Session participants will:
  • Learn a brief history of personalized learning (PL)
  • Consider and appreciate the issues involved in transitioning gifted programming into a PL system
  • Apply information to their own situations by questioning panelists 

NAGC Standards Addressed
A full restructuring to a personalized learning system would necessarily involve all six standards, but this session will focus on:
Standard 1: Learning and Development (with a focus on student need and voice)
Standard 5. Programming (with a focus on the nuts & bolts of how to do this in a PL environment).

Speakers
avatar for Laura Borsecnik

Laura Borsecnik

Advanced Learning Coordinator, Stoughton Area School District
avatar for Pamela Clinkenbeard

Pamela Clinkenbeard

Professor, UW-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 →
avatar for Ann Franke

Ann Franke

Director of C&I, Verona Schools
Ann Franke is the Director of Curriculum & Instruction for the Verona Area School District. She has served as the Director of Secondary Education and Curriculum Coordinator for the Eau Claire Area School District, and began her career in education as a high school English teacher... Read More →
avatar for Amy Miller

Amy Miller

Advanced Learning Coordinator, 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 →


Friday November 2, 2018 9:45am - 10:45am
Sandstone 3

9:45am

Breakout 3B: Voice, Choice, and Combustion Engines
This session will show how Exploration Projects (Genius Hour) can be used to foster personal expression in gifted students. Student projects will be shared, then the audience will move into how to do this in each individual attendee's professional situation.

Participants will leave a range of ideas that students can explore in passion-driven learning, and will have tools needed to scaffold large projects like this so students experience success.

NAGC Standards Addressed
Standard 3: Curriculum & Instruction
3.3. Talent Development. Students with gifts and talents develop their abilities in their domain of talent and/or area of interest.
  • 3.3.3. Educators provide opportunities for students with gifts and talents to explore, develop, or research their areas of interest and/or talent.
3.4. Instructional Strategies. Students with gifts and talents become independent investigators.
  • 3.4.4. Educators use inquiry models to meet the needs of students with gifts and talents.

Standard 5: Programming
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.
  • 5.1.4. Educators regularly use individualized learning options such as individual projects

Speakers
avatar for Stacci Barganz

Stacci Barganz

GT Coordinator, School District of Fort Atkinson


Friday November 2, 2018 9:45am - 10:45am
Tundra AB

9:45am

Breakout 3C: Showcasing Student Wonders
In this session, participants will learn about DC Everest's Wonder Nights. Wonder Nights were designed to showcase student intelligences through a variety of Wonder Projects based on a common theme. Wonder Night topics springboard off classroom curriculum and projects, as well as projects initiated by individual student interests.

Participants will be exposed to a variety of ideas to use with gifted students in their programs n a pull-out setting or as a showcase.

NAGC Standards Addressed
Standard 1: Learning and Development
Standard 3: Curriculum Planning and Instruction
Standard 4: Learning Environments
Standard 5: Programming

Speakers
JR

Jenny Reimer

G/T Teacher, Riverside Elementary
avatar for Jane Rosewicz

Jane Rosewicz

Gifted & Talented Teacher, DC Everest Area Schools
I am one of four G/T teachers in a Magnet School for the DC Everest School District. I have a Masters Degree in G/T Education and Technology Integration through the University of Wisconsin Stevens Point. I have been teaching for 30 years and have worked in both Gifted and Regular... Read More →


Friday November 2, 2018 9:45am - 10:45am
Tundra CD

9:45am

Breakout 3D: Great Expectations and Great Mistakes
While challenging gifted students academically, the support needed to excel in other areas can often be overlooked. Placing high expectations on gifted students and taking their success for granted can be to their detriment in the long run.

Using case studies from gifted enrichment programs and innovative school programs, this interactive session addresses strategies useful in supporting students’ development of overall purpose, self-confidence, and resilience. We will explore executive functioning as it relates to gifted student development and ways to create a positive mentality around making mistakes and failure. In addition, we will address strategies that can be used to challenge students, while still acknowledging and supporting their social and emotional needs. Presenters will provide concrete examples of realistic methods to empower students through their K-12 education and beyond.

Session attendees will come away with four main findings: The value of a community of peers, depth of student interest out of the classroom, importance of a safe space for gifted students, and the impact role models can have on positive and productive growth and development. They will have the opportunity to apply concepts learned to their home communities and develop ideas to support their students’ learning and growth.

NAGC Standards Addressed
Standard 1: Learning and Development
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.
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.
1.7. Cognitive and Affective Growth. Students with gifts and talents recognize their preferred approaches to learning and expand their repertoire.

Standard 4: Learning Environments
4.2. Social Competence. Students with gifts and talents develop social competence manifested in positive peer relationships and social interactions.

Standard 5: Programming
5.3. Collaboration. Students with gifts and talents’ learning is enhanced by regular collaboration among families, community, and the school.

Speakers
avatar for Katie Effertz

Katie Effertz

Outreach Specialist, WCATY
I am an self-identified nerd and lover of learning. I work with the Wisconsin Center for Academically Talented Youth, planning and running our residential summer programs at UW-Madison. I am passionate about education and providing students a place to be creative, make mistakes, and... Read More →
avatar for Alyssa Pon-Franklin

Alyssa Pon-Franklin

School Counselor, Oregon High School
Alyssa holds an Bachelor’s degree from UW-Madison in Psychology and Spanish and a Master's degree from UW-Milwaukee in School Counseling. She currently works at Oregon High School as a School Counselor and loves being able to develop relationships with students and families. During... Read More →


Friday November 2, 2018 9:45am - 10:45am
Tundra EF

9:45am

Breakout 3E: Using Digitized Newspapers in the Classroom – Promote Critical Thinking with Historic Newspapers
EXHIBITOR/SPONSOR SESSION!

Is print “dead” to your students?

Challenge their ideas with the resource rich Chronicling America website. Chronicling America is a newspaper database that provides free access to millions of historic American newspaper pages. Wisconsin has been part of the National Digital Newspaper Program since 2015. Discover how the high-tech study of historic newspapers can excite the technology enthusiasts in your classroom and motivate them to critically engage with primary resources. At a time when “fake news” confuses public discourse, this tool can help improve the ability of young people to analyze news sources, explore different angles, and evaluate their reliability.

NAGC Standards Addressed
Standard 3: Curriculum and Instruction

Speakers
JK

Jenny Kalvaitis

Coordinator of Secondary Education, Wisconsin Historical Society
avatar for Randi Ramsden

Randi Ramsden

National Digital Newspaper Program Manager, Wisconsin Historical Society
Randi Ramsden is the National Digital Newspaper Program Manager at the Wisconsin Historical Society. She oversees the digitization of historic Wisconsin newspapers for the Library of Congress’ online database Chronicling America.


Friday November 2, 2018 9:45am - 10:45am
Sandstone 9

9:45am

Breakout 3F: The Value of a Supportive Parent Network
Parents! Are you feeling isolated? Unappreciated? Needing validation?

Parenting a gifted child can be absolutely overwhelming so finding people who share and understand your struggles is essential to your confidence as a parent. A parent group guides the deeper understanding of student needs and the strategies that are used in order to meet those needs. Student voice also is enhanced by parent understanding and support. The greater understanding a parent has for the student's ability and the support that is available to them, the better the student can access what is needed through the effort of advocacy.

This session will explore the value of a group for the parents of gifted children. It will provide a roadmap for starting and sustaining a parent group in your community. It is easy for parents of gifted children to feel isolated, uncertain and unappreciated. Often they crave camaraderie and validation. Parenting a gifted child can be absolutely overwhelming so finding people who share and understand
the struggle is essential to confidence as a parent. Through the facilitation and participation in guided parent discussion groups we realized that the most vital part of our meetings happened after the scheduled group time. Unstructured time in a room with others who have common experiences gives parents unspoken permission to share personal stories around the challenges, struggles and successes related to parenting a gifted child.

This session will explore our experience in forming a dynamic parent group. We will share the resources we used and participants will leave with a better understanding of the value of connecting with other parents. There will be time for questions and brainstorming as well as concrete suggestions for starting a parent group.

NAGC Standards Addressed
Standard 1: Learning and Development
1.5. Awareness of NeedsStudents’ 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.
  • 1.5.1. Educators collaborate with families in accessing resources to develop their child's talents

Standard 2: Assessment
2.4. Learning Progress and Outcomes.  Students with gifts and talents demonstrate advanced and complex learning as a result of using multiple, appropriate, and ongoing assessments.
  • 2.4.5. Educators communicate and interpret assessment information to students with gifts and talents and their parents/guardians

Standard 5: Programming
5.3. Collaboration. Students with gifts and talents’ learning is enhanced by regular collaboration among families, community, and the school.


Speakers
avatar for Jessica Karls

Jessica Karls

Admin Assistant, McFarland School District
Jess is the Mom to 3 active and wonderfully different children. Being a parent of a gifted child is an adventure and she has come to realize that the relationships we build and the support we provide to other parents are vital in this unique journey!
avatar for Kitty Ver Kuilen

Kitty Ver Kuilen

Recording Secretary, WATG Board of Directors
Kitty is the Recording Secretary of the WATG Board. She has been an advocate for the gifted for many years serving as a resource teacher and coordinator of programs for advanced learners. Now retired, she continues to facilitate discussion groups for parents of gifted children... Read More →


Friday November 2, 2018 9:45am - 10:45am
Sandstone 8

9:45am

Parent meeting room
Parents: Use this board room for close conversations with other parents and professionals.

Friday November 2, 2018 9:45am - 3:00pm
Woodland Board Room

9:45am

Teen Conference: Youth-Driven Change: Developing Authentic Leadership to Make a Difference in the World
Limited Capacity seats available

When youth are engaged in their communities, they bring radical imagination to help move their communities forward.

In this interactive session, Molly Messenger, Director of Pittsfield Listens, along with a student leader from Pittsfield NH, will show youth participants how they can ensure their voices are heard on the issues that matter to them. After this workshop, participants will have learned how to:
  • Design a vision for the kind of leader you want to be in your community
  • Prioritize ways to improve your community and develop an action plan to put your vision into practice
  • Collaborate with both adults and your peers to speak your truth and lead your communities and schools toward a shared goal

Speakers
avatar for Molly Messenger

Molly Messenger

Director, Pittsfield Listens
Molly Messenger is the Director of Pittsfield Listens, an organization dedicated to redesigning and reinvigorating the way its community makes educational progress by fostering leadership and empowering residents to develop systems and structures that ensure greater public participation... Read More →
avatar for Stefne Ricci

Stefne Ricci

Pittsfield Listens
Stefne Ricci is a senior at Pittsfield Middle High School. She is the Vice Chair of the Pittsfield Listens Board, a Team Leader of Pittsfield Youth Voice in it Together (PYViiT) of Pittsfield Listens, and part of Pittsfield Justice Committee. ​She loves music and is involved in... Read More →


Friday November 2, 2018 9:45am - 3:00pm
Glacier All

10:45am

Exhibitors/Networking
An opportunity for participants to learn from our exhibitors and network with colleagues

Friday November 2, 2018 10:45am - 11:05am
Main Ballroom

11:05am

11:15am

12:45pm

Breakout 4A: Student Panel: What I Wish Educators Knew
Without adequate resources and equitable support, gifted students can feel invisible in school.

Over the past year, we piloted a monthly Lunch and Learn with freshman gifted students, addressing various topics, including self-advocacy, communication, introspection, challenge, and more. This panel of students will share their thoughts on their learning needs, passions, classroom successes, and classroom difficulties. Through pre-planned questions, as well as Q&A time, students will discuss the importance of student voice in decisions about gifted education, share their dreams for their high school experiences, and express what they wish their teachers knew. The students will give feedback on various educational strategies and personalized learning opportunities.

This interactive panel will provide attendees with the opportunity to engage with student experiences and brainstorm ideas to implement in their communities. Attendees will gain knowledge about current high school students’ experiences, as well as engage in dialogue about the needs of gifted learners. They will have the opportunity to brainstorm ideas and action plans to bring back to their home communities, as well as discuss the best way to effect change for their students.

NAGC Standards Addressed
Standard 1: Learning and Development
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.
1.5. 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.

Standard 2: Assessment
2.5. Evaluation of Programming. 
Students identified with gifts and talents demonstrate important learning progress as a result of programming and services.

Standard 3: Curriculum and Instruction
3.1. Curriculum Planning. 
Students with gifts and talents demonstrate growth commensurate with aptitude during the school year.
3.4. Instructional Strategies
Students with gifts and talents become independent investigators.

Speakers
avatar for Amy Miller

Amy Miller

Advanced Learning Coordinator, 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 →
avatar for Alyssa Pon-Franklin

Alyssa Pon-Franklin

School Counselor, Oregon High School
Alyssa holds an Bachelor’s degree from UW-Madison in Psychology and Spanish and a Master's degree from UW-Milwaukee in School Counseling. She currently works at Oregon High School as a School Counselor and loves being able to develop relationships with students and families. During... Read More →


Friday November 2, 2018 12:45pm - 1:45pm
Tundra AB

12:45pm

Breakout 4B: Writing our Way to the Complex Middle
In an often divided world, it can be easy to oversimplify opposing viewpoints, reduce complex topics to pro and con, or steer away from issues that might cause controversy.

In order for youth to participate in important conversations -now and in the future - they must must be equipped with the skills and abilities to find truth in the “complex middle” (Deborah Tannen, The Argument Culture).

The National Writing Project’s College, Career, and Community Writers Program (C3WP) answers the contemporary call for respectful argument discourse with instructional resources that help teachers and students read critically, explore multiple points of view, and take a stand on important issues. This
interactive session will engage participants in strategies for using reading, writing, research, and discussion to support students in becoming informed, making claims, and using writing to communicate with audiences about topics that matter to them.

Participants will...
  • Understand the importance supporting students in writing to the complex middle
  • Know more about the resources and practices of the National Writing Project's College, Career, & Community Writers Program (C3WP)
  • Know and be able to replicate three writing strategies to support complex thinking for student writers 
NAGC Standards Addressed
Standard 3: Curriculum Planning and Instruction
3.4. Instructional Strategies. Students with gifts and talents become independent investigators.
  • 3.4.1. Educators use critical-thinking strategies to meet the needs of students with gifts and talents.
3.6. Resources. Students with gifts and talents benefit from gifted education programming that provides a variety of high quality resources and materials.
  • 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.


Speakers
avatar for Bryn Orum

Bryn Orum

Outreach Specialist, University of Wisconsin - Madison / Greater Madison Writing Project
I am an Outreach Specialist for the Greater Madison Writing Project at the University of Wisconsin - Madison. I am interested in educational equity; supporting youth advocacy and activism; argument writing and civil discourse; and place-based, project-based, and democratic educat... Read More →


Friday November 2, 2018 12:45pm - 1:45pm
Sandstone 8

12:45pm

Breakout 4C: Beyond Academics to Leadership
Gifted and talented students often excel in academic preparation; however, is this enough to foster their potential?

Through the Academic and Career Planning process, students can now take advantage of their school's potential opportunities outside of the classroom to connect, learn, and contribute in the school or in the community to identify problems and implement solutions, as well as gain state level recognition of those contributions mentored by a third party.

This session will describe DPI's Youth Leadership Certificate and how to incorporate Learner-Driven Voice! Attendees will: 
  • Understand the Youth Leadership Certificate and its requirements.
  • Be able to highlight and connect potential opportunities to use the Youth Leadership certificate to develop Learner-Driven Voice.
NAGC Standards Addressed
Standard 4: Learning Environments
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.
  • 4.1.2. Educators provide opportunities for self-exploration, development and pursuit of interests, and development of identities supportive of achievement, e.g., through mentors and role models
4.3. Leadership. Students with gifts and talents demonstrate personal and social responsibility and leadership skills.
  • 4.3.2. Educators provide environments for developing many forms of leadership and leadership skills.
  • 4.3.3. Educators promote opportunities for leadership in community settings to effect positive change.
Standard 5: Programming
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.
  • 5.1.2. Educators regularly use enrichment options to extend and deepen learning opportunities within and outside of the school setting.
  • 5.1.4. Educators regularly use individualized learning options such as mentorships, internships, online courses, and independent study.
5.7. Career Pathways. Students with gifts and talents identify future career goals and the talent development pathways to reach those goals.
  • 5.7.2. Educators facilitate mentorships, internships, and vocational programming experiences that match student interests and aptitudes.

Speakers
avatar for Robin Kroyer-Kubicek

Robin Kroyer-Kubicek

Career Pathways Education Consultant, Wisconsin Department of Public Instruction
Tweet:@WisDPI_ACPRobin is a currently certified, former high school science teacher with a Master of Science in Curriculum and Instruction; a Leadership Certificate in Career Pathways; and Leadership Training from the International Center for Leadership in Education. As a consultant, she has worked... Read More →


Friday November 2, 2018 12:45pm - 1:45pm
Tundra CD

12:45pm

Breakout 4D: Addressing the Anxiety of Perfectionism
Perfectionism shows up in many different forms and creates strengths and challenges within the learning process. If a student struggles with perfectionism they may stifle their own voice or be filled with self-criticism as they engage in the learning process.

In this session, we will discuss why perfectionism is so prevalent among gifted students, learn how to identify perfectionism, and explore specific strategies to build on the strengths for perfection while minimizing the negative impact perfectionism can have.

Participants will be able to:
  • Identify the difference between striving perfection and perfectionism
  • Identify and implement at least 3 signs that a student may be struggling with perfectionism
  • Identify and implement at least 3 interventions to reduce the negative impact perfectionism can have on a students learning. 

NAGC Standards Addressed
Standard 1: Learning and Development

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 →


Friday November 2, 2018 12:45pm - 1:45pm
Tundra EF

12:45pm

Breakout 4E: Personalized Learning through a GT Lens
In this interactive lecture/discussion, participants will learn how classroom teachers can subject-accelerate students with gifts and talents within a personalized learning framework.

Implementation can be done within the classroom and it is more than simply differentiation. Heather will share her experiences - - the good, the bad and the ugly - - and support others as they investigate
personalized learning through a GT lens.

Participants will leave:
  • Knowing the difference between differentiation and personalized learning. 
  • Seeing the benefits of personalizing the classroom to meet the needs of all learners, including those with gifts and talents
  • With concrete examples of personalized learning
  • Able to identify entry points within any curriculum

NAGC Standards Addressed
Standard 2. Assessment
2.4. Learning Progress and Outcomes.  Students with gifts and talents demonstrate advanced and complex learning as a result of using multiple, appropriate, and ongoing assessments.
  • 2.4.2. Educators use differentiated product-based assessments to measure the progress of students with gifts and talents.
Standard 3. Curriculum Planning and Instruction
3.1. Curriculum Planning. Students with gifts and talents demonstrate growth commensurate with aptitude during the school year.
  • 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.
  • 3.1.6 Educators use pre-assessments and pace instruction based on the learning rates of students with gifts and talents and accelerate and compact learning as appropriate.
3.5. Culturally Relevant Curriculum. Students with gifts and talents develop knowledge and skills for living and being productive in a multicultural, diverse, and global society.
  • 3.5.3. Educators use curriculum for deep explorations of cultures, languages, and social issues related to diversity.
3.6. Resources. Students with gifts and talents benefit from gifted education programming that provides a variety of high quality resources and materials.
  • 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.

Speakers

Friday November 2, 2018 12:45pm - 1:45pm
Sandstone 3

12:45pm

Breakout 4F: Parent to Parent (double session)
This double 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.
In this session, 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.

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 →


Friday November 2, 2018 12:45pm - 3:00pm
Sandstone 9

1:45pm

2:00pm

Breakout 5A: Utilizing Choice in School Projects
The focus of the presenter's graduate school action research project was to analyze whether the use of choice in assessments for secondary learners helps to personalize learning and engage advanced learners within the regular classroom.

This session will focus on one example of how choice was utilized in a secondary United States History class to help engage students. Through choice students were able to choose projects that most match their strengths and interest while still achieving the designated objectives for the assignment. This research is based on observations from two years of teaching and one year of implementation.

Participants will learn about one way of utilizing choice within the regular classroom. Participants will also get the opportunity to collaborate with others about how they can utilize choice within their own educational setting.

NAGC Standards Addressed
Standard 2: Assessments
2.4. Learning Progress and Outcomes.  Students with gifts and talents demonstrate advanced and complex learning as a result of using multiple, appropriate, and ongoing assessments.
  • 2.4.2. Educators use differentiated product-based assessments to measure the progress of students with gifts and talents.

Standard 3: Curriculum and Instruction
3.1. Curriculum Planning. Students with gifts and talents demonstrate growth commensurate with aptitude during the school year.
  • 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.

Speakers
BS

Bethany Stoppel

Outreach Specialist, WCATY UW-Madison


Friday November 2, 2018 2:00pm - 3:00pm
Tundra AB

2:00pm

Breakout 5B: Participation in the State Legislature
Attendees will learn how students can have a voice and actively participate in the legislative process and receive knowledge of the programs available. Participants will be informed about the legislative process, how to communicate with elected representatives, testify at public hearings and be aware of the student programs offered by the Wisconsin State Senate.

NAGC Standards Addressed
Standard 1: Learning and Development
Standard 3: Curriculum Planning and Instruction
Standard 4 Learning Environments
Standard 5: Programming

Speakers
avatar for Dr. Tammy Wehrle

Dr. Tammy Wehrle

Legislative Education and Outreach Officer, Wisconsin State Senate
Please feel free to talk to me about civic education and anything you would be interested to know about the state legislative process and the civic education programs we offer.


Friday November 2, 2018 2:00pm - 3:00pm
Tundra CD

2:00pm

Breakout 5C: Genius Hour
Middle school language arts comes to life as young readers become podcasters and generators of their own Genius Hour websites and projects. This idea can be used with a small group or individual with gifted education needs or an entire grade level. Links, rubrics, resources, student examples and podcast directions will be shared and questions answered.

Learner Outcomes:  
  • Genius Hour format, process and assessment
  • How to insert rigor into research questions
  • Essential Outcomes for nonfiction reading,
  • Google Sites template creation
  • Podcast implementation
  • KidBlog publishing  

NAGC Standards Addressed
Standard 3: Curriculum Planning & Instruction
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.

Standard 4: Learning Environments
4.5. Communication Competence. Students with gifts and talents develop competence in interpersonal and technical communication skills. They demonstrate advanced oral and written skills, balanced biliteracy or multiliteracy, and creative expression. They display fluency with technologies that support effective communication.


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... Read More →


Friday November 2, 2018 2:00pm - 3:00pm
Tundra EF

3:00pm

Conference Evaluation
Friday November 2, 2018 3:00pm - 3:15pm
Registration Area