2024 IAGC Conference

Highly effective teachers in advanced programs often say that their task is that of a “talent scout”, flexibly using a variety of data to recognize potential. This session will equip you with the knowledge to confidently use assessment data to better identify potential in students who might otherwise be overlooked. We will build the skills to confidently and flexibly interpret assessment data, explore different ways to combine multiple measures, assess equity, and distinguish effective assessment tools.

Teacher rating scales or checklists are a common data point in making identification decisions. But some of what these scales measure stems from the rater as opposed to the student being rated. This session will share new research from >50,000 students who were rated with one of five rating scales. We will share what we found and recommendations for how to decrease rater effect and increase the validity of the data derived from these instruments. 

The data from gifted identification can provide a world of insights when scouting for those "diamonds in the rough" who can truly shine with a little help. This session highlights strategies for understanding student aptitude, identifying gaps in potential and performance, and differentiating instruction by contrasting ability and achievement data to provide a bridge from students' demonstrated potential to drive opportunity and academic growth through a strengths-based lens.

Our vision for accelerated and gifted learning opportunities in Berwyn South District 100 is to provide students with rich and culturally responsive experiences that are driven by student aptitude, achievement, and social and emotional support.  Audience members will learn about our robust identification process for gifted students, our AIMES program (Advanced Inquiry of Mathematics and English-Spanish Language Arts), our beliefs, and our differentiated supports for both dual and monolingual students. 

Researchers estimate that over one million Black, Hispanic, and Native American students could have been identified for gifted programs but were not. Why? The identification process typically requires English language fluency and advanced academic achievement.  Language demands in ability tests are barriers for smart students with limited academic knowledge and English language skills. The presenter provides solutions to address this prejudiced approach, along with suggestions for serving and supporting high-potential students in gifted education programs.

Implementing an inclusive and well aligned identification practice for advanced learner services can be challenging. Through case study, this session will explore best practices that include use of a student “talent profile” approach to identify students in need of advanced learner placement and instruction at all tiers in a continuum of services.  

Who's gifted? Neurodiversity can remove the mystery from the term gifted and lead to better learning environments for our neurodiverse children. In this session, we’ll look at models of giftedness and discuss giftedness as neurodiversity. We'll consider five important attributes of neurodiversity associated with giftedness and how they can improve identification of gifted children. Finally, we’ll discuss learning environments that align with the neurodiverse needs of gifted children.