Tag Archives: #NAGC25

#NAGC25: Session Reviews Wrap-Up

At the 2025 NAGC Annual Convention, the author reflected on key takeaways that emphasized the importance of relationships with students, careful use of teacher rating scales, and the need for updated identification methods for gifted programs. The author also highlighted the value of talent development activities and productive struggle in education.

#NAGC25 Session Overview: Leveraging Talent Development to Identify Underrepresented Gifted Learners

At NAGC25, Ann presented with Dr. Beckerdite and Esther Gencheva on enhancing access to gifted services through intentional Talent Development practices. They emphasized that talent is universal, yet opportunities are limited. Effective strategies include teacher training, challenging curricula, and programs like Legends of Learning, which significantly improved identification rates in Title I schools.

#NAGC25 Session Review: Excellence and Innovation in Secondary Gifted Education

Felicia Dixon and Todd Kettler discussed the “Dynamic Talent Pathways Framework” for secondary gifted education, emphasizing that educators should teach students how to think rather than what to think. This framework promotes holistic talent development through cognitive mastery, creative production, and identity formation, aiming to nurture gifted students within supportive ecosystems.

#NAGC25 Session Review- Building Collaboration and Buy-In: Talent Development Services that Leverage MTSS

The session by Dr. Susan Corwith and Dr. Eric Calvert emphasized the importance of integrating Talent Development within the Multi-Tiered Systems of Support (MTSS) framework to enhance gifted education. They advocated for building shared understanding, providing equitable challenges, and fostering a continuum of support that aligns with students’ readiness, ensuring all learners can thrive effectively.

NAGC25 Session Review- Thinking Outside the Bot: Leveraging AI to Develop Gifted Superpowers

At the NAGC conference, educators Dr. Emily Mofield and Dr. Brian Housand highlighted the potential of AI in enhancing the education of gifted learners. They emphasized using AI to support student growth in courage, curiosity, wisdom, and discernment, ensuring students remain the leaders in their learning journey, with AI as a supportive ally.

NAGC25 Session Review: Using Subject Acceleration to Support Talent Development

The session led by Wendy Behrens and Ann Lupkowski-Shoplik emphasized the importance of acceleration in supporting advanced learners. They differentiated between traditional gifted education and talent development, advocating for subject acceleration to better address students’ specific strengths. Successful implementation requires careful planning, collaboration, and ongoing monitoring to ensure effective learning outcomes.

NAGC25 Session Review: Bite Size Arts Integration Strategies to Have Learners Wanting More

At NAGC25, Amanda O’Neil and Bobbie Parmann emphasized the essential role of arts in education, demonstrating its impact on student engagement and learning. They shared eight effective arts integration strategies, highlighting the benefits of creative expression for understanding, confidence, and social skills. These practices encourage innovative thinking among gifted learners.

#NAGC25 Session Review: MTSS, IEPs, and AI: Oh My! Rethinking Support for Twice-Exceptional Learners

Dr. Claire Hughes and Sheyanne Smith presented at #NAGC25 on enhancing support for twice-exceptional (2e) learners by evolving MTSS processes. Emphasizing a strengths-based approach and the 5F IEP framework, they advocated for unified educational practices and the use of AI to streamline IEP development. Their message: the system must adapt to meet student needs effectively.

Teacher Rating Scales: Promises and Pitfalls — A Review from #NAGC25

At NAGC25, Dr. McCoach and Dr. Rambo-Hernandez revealed that teacher rating scales (TRS) significantly impact gifted student identification, often leading to missed opportunities for nearly 70% of high-ability students. They urged educators to use TRS alongside multiple measures, advocate for fair policies, and provide ongoing training to improve accuracy in identification systems.