Monday Sessions

Schedule of Events

7:00 am, Registration Desk Opens
7:00 am, Continental Breakfast
8:00 – 9:15 am, General Session
• KAGE Service and Advocacy Awards
• Keynote by Jonathn A. Plucker, Ph.D., The Kentucky Excellence Gap
8:00 am – 3:30 pm, Administrators Institute
8:00 am – 4:00 pm, Visit the Exhibits
9:30 am – 12:00 pm, Morning Breakout Sessions
12:00 – 1:00 pm, Lunch
1:00 – 3:30 pm, Afternoon Breakout Sessions
6:30 – 8:30 pm, Creativity Night
7:00 – 8:30 pm, An Evening for Parents


Jonathan A. Plucker, Ph.D., is professor of educational psychology and cognitive science at Indiana University, where he also directs the Center for Evaluation and Education Policy. He is a past-chair of the Research and Evaluation Division of NAGC, and he currently serves as president for the Psychology of Aesthetics, Creativity, and the Arts division of the American Psychological Association. Plucker has published more than 100 articles, chapters, and book reviews, and he has served on the editorial boards of Gifted Child Quarterly, Roeper Review, Creativity Research Journal, Journal of Creative Behavior, Journal of Research on Science Teaching, and Psychology of Aesthetics, Creativity, and the Arts. He has received numerous awards for his research on giftedness, talent, and creativity, including the NAGC Early Scholar Award, the NAGC Paul Torrance Award, and the APA Division 10 Berlyne Award.

Monday Morning Sessions, 9:30 am – 12:00 pm

(SESSION M1) Let’s Be Rational: Investigating the Common Core Academic Standards for Fractions in Grades 3 – 6

The Common Core Academic Standards list fractions concepts as one of the 3 – 4 critical areas in each of grades 3 – 6. However, even our most gifted students frequently do not have a solid understanding of these essential topics. Research has shown that even middle and high school students cannot order 5 – 6 fractions from least to greatest, estimate the sum of two proper fractions, or describe a situation involving division of fractions. Join us in this active session to explore a variety of hands-on and computer-based activities designed to give students a deep, enduring understanding of the grades 3 – 6 fraction standards from the CCAS. Several activities will be taken from units from the elementary Javits-funded Project M3: Mentoring Mathematical Minds and the new middle grades program Math Innovations.  LINDA SHEFFIELD, Ph.D., is Regents Professor Emerita, NKU, Department of Mathematics. She has written numerous books and articles for both teachers and students and has conducted seminars for teachers across the United States and other countries. Dr. Sheffield is past-president of the School Science and Mathematics Association (SSMA) and was chair of the Task Force on Promising Students for the National Council of Teachers of Mathematics (NCTM). She was also editor of the NCTM book, “Developing Mathematically Promising Students.”

(SESSION M2)  Total School Cluster Grouping: A Research-based model for improving student achievement, identification equity, and teacher practices

Total School Cluster Grouping (TSCG) is an effective, research-based programming model for use in elementary schools. By focusing on differentiation and flexible grouping, it provides full-time services to gifted students and benefits all students and teachers in the school. Research on TSCG has shown that student achievement increases, teachers widely implement gifted education strategies with all students, more students are identified as high-achieving, and fewer students are identified as low-achieving. Participants will learn why and how to successfully implement TSCG and leave with site-specific tools to increase the achievement and motivation of all learners, while providing the academic challenge and individual responsiveness essential to gifted learners. Marcia GENTRY, Ph.D., is Director of the Gifted Education Resource Institute and Professor of Educational Studies at Purdue University. (See page 6 for Dr. Gentry’s bio.)

(SESSION M3) All Hands on Deck: Using Technology to Meet the Needs of the Gifted  THIS SESSION IS AT CAPACITY

This technology-based workshop will offer program-by-program introduction, step-by-step procedures, and participant hand-holding.  New ideas on how to use Microsoft Office and “cloud” software/storage for gifted learners will be explored. Leave the workshop with real products plus a disc with all of the resources and how-to videos for the training. Bring your creative side and be ready to laugh, grimace, and celebrate your technology accomplishments! (Participants need to bring their own laptops.)  TRACY FORD INMAN is Associate Director of The Center for Gifted Studies, WKU. She is Chair of the Advisory Board of “Parenting for High Potential,” co-editor of “Parenting Gifted Children,” and co-author of “Assessing Differentiated Students Products,” and “Strategies for Differentiating Instruction,” and on the KAGE Board.  ROB PAUGH is Technology Integration Specialist, Bowling Green Independent Schools. He has worked in education for over 20 years and is a frequent presenter on integrating technology into the classroom.

(SESSION M4) Identification

Formal Identification of Gifted & Talented students in all five areas has shown to be a difficult task across the state. In this session, participants will discuss difficulties, review strategies and suggestions, and share ideas for identifying students. Leah Ellis is a Gifted/Talented Teacher with Fayette County Schools and a KAGE Board member.

Monday Afternoon Sessions, 1:00 – 3:30 pm

(SESSION M5) Advanced Middle Grades Mathematics and the Common Core Academic Standards: Acceleration is Not the Only Answer

Middle grades are a critical time for capturing the interest and imagination and developing the potential of mathematically promising students. We cannot afford to have our best students accelerate into a rigid pre-algebra/algebra track in sixth or seventh grade and miss many of the essential Common Core Standards. In this session, we will look at some of the issues and recommendations from the NCTM/NAGC/NMSA book, The Peak in the Middle: Developing Mathematically Gifted Students in the Middle Grades, and investigate suggestions for deepening and compacting the curriculum while meeting the Common Core Academic Standards in mathematics by implementing the CCAS Standards for Mathematical Practices. Participants will explore activities from the Math Innovations program, a comprehensive series developed using Focal Points and correlated with Common Core Standards. It encourages students to think like mathematicians with a focus on reasoning, sense-making, questioning and discourse. It was designed to help students become enthusiastic and engaged in mathematics, develop their mathematical talent, and enable them to make continuous progress throughout their academic careers. Linda Jensen Sheffield, Ph.D.

(SESSION M6) Strategies for Promoting Creative Excellence in the Classroom

The ability to be creative, that is to solve problems in unique and effective ways, is widely considered to be a critical 21st century skill. Yet teacher preparation programs rarely cover creativity, and most state accountability and testing systems give little if any credit for creativity. During this workshop, we will examine a framework for enhancing creativity in most educational settings, participate in several creativity activities, and share strategies for helping our students enhance their creativity. Jonathan A. Plucker, Ph.D.

(SESSION M7) Differentiating Instruction for Gifted Learners

We all know how important it is to match learning experiences to the learner and to provide appropriate levels of challenge. What we don’t know is how to do that! This workshop provides differentiation strategies for educators new to differentiation or new to teaching. Preassessment and differentiation strategies will be shared via examples, student samples, and practice. Learn how to tweak current lessons to make them differentiated ones. Leave with ideas and tools ready to implement in your classrooms.  Tracy Ford Inman

(SESSION M8) Social and Emotional Development of Gifted Children: How Teachers and Counselors Can Foster Growth and Development

This session will begin with an overview of the social and emotional development of gifted children with an emphasis on what has been learned from research. Gifted children generally develop in an asynchronous or uneven pattern, with, for example, intellectual development typically outpacing emotional growth. This asynchrony and other characteristics, such as overexcitabilities and perfectionism, can lead to difficulties in a gifted individual’s adjustment. The impact of this asynchrony and other potential problems are explored, along with the stress and adversity that some gifted individuals face. More importantly, the presenters will focus on strategies to manage stress and perfectionist tendencies by channeling these in positive ways. Monitoring self-talk, managing depression, and developing resilience are discussed. The presenters will share strategies that teachers and counselors can implement to foster exploration of giftedness and the social and emotional aspects of growing up gifted.  Edward R. Amend, Psy.D., is a Clinical Psychologist at Amend Psychological Services, P.S.C.  He focuses on the social, emotional, and educational needs of gifted and talented youth, adults, and their families. Dr. Amend is co-author of two award-winning books: A Parent’s Guide to Gifted Children; and Misdiagnosis and Dual Diagnoses of Gifted Children and Adults: ADHD, Bipolar, OCD, Asperger’s, Depression, and Other Disorders. Agnes Meyo, Ph.D., is a licensed psychologist who specializes in working with gifted children and their families, and is Co-President of the St. Louis Association for Gifted Education, President of the Gifted Resource Council, and Co-leader of the Twice-Exceptional Parent Support Group in MO.

Creativity Night

Please join us Monday evening from 6:30 – 8:30 pm for a fun evening where creativity rules!  Highly creative Pendleton County G/T students under the direction of Michelle Lustenburg will present creative activities for your enjoyment and for you to take back to your classroom.  The students have selected activities that they have experienced and especially enjoyed.  Please come for a great evening, door prizes, and to support these young creative minds.