1. family and parenting
2. children

www.nagc.org
I
n November 2014 NAGC hosts the largest
annual convention devoted to gifted and
talented learners. Classroom teachers, gifted/
talented coordinators, school administrators,
researchers, parents, college and university faculty,
and more, will converge in Baltimore, Maryland,
November 13-16, for the 61st Annual NAGC
Convention. Throughout the pre-convention
events, concurrent sessions, poster sessions, exhibit
hall, general sessions, and networking events (both
formal and informal!), you will explore the many
divergent paths that bring us to the hub.
Make a Commitment to Children!
We are at a critical crossroads where the status
quo in supporting gifted learners is no longer
sufficient. We are losing the traction we need to
ensure that all children are challenged to their
fullest in the classroom. The nation’s future —
our future — depends on educators and parents
coming together to ensure that children realize
their full potential.
It’s appropriate that NAGC meets in a city known
for connections and commerce, industry and
transportation. Baltimore, the colorful, diverse
city that is Maryland’s largest city and economic
hub, is known for its beautiful harbor; quirky,
distinct neighborhoods; unique museums; and
the world-renowned Johns Hopkins University;
as well as numerous first-rate colleges and
universities within a 100-mile radius. The city
boasts a rich history and is a central destination
in the mid-Atlantic region. Whether you come by
rail, plane, boat, or auto, you’ll find the NAGC
Convention is a hub for your learning.
Here’s just a sample of
what you’ll experience
November 13-16, 2014,
at the NAGC 61st Annual
Convention & Exhibition
in Baltimore:
• 400+ content-rich sessions
covering 15 topic strands in
gifted education;
• Updates from experts in the
field on the latest research in
gifted education;
• Networking opportunities
with fellow gifted educators,
researchers, and parents of gifted
children; and an
• Exhibit hall featuring new products,
publications, technology, and
resources.
NAGC Convention Schedule Highlights
(Convention registration, exhibit hall, and most educational sessions are in the Baltimore Convention Center.
Various pre-convention sessions, meetings, and social events take place at the Baltimore Hilton, our headquarters hotel)
WEDNESDAY, NOVEMBER 12
Pre-Convention Event (separate registration required)
9:00 am - 4:00 pm Differentiation at the Core
NCSSSMST Annual Professional Conference
Opening Reception
THURSDAY, NOVEMBER 13
NCSSSMST Annual Professional Conference Sessions
Pre-Convention Events (separate registration required)
7:30 am - 2:30 pm Action Labs
9:00 - 2:30 pmEffective Program Models that Serve
Low Income and Culturally Diverse
Gifted Students
9:00 - 11:00 am Expert Perspectives (morning sessions)
12:30 - 2:30 pm Expert Perspectives (afternoon sessions)
2:00 - 2:30 pm First-timers Orientation
8:00 - 9:15 am Mini Keynote Sessions
5:00 - 7:00 pm Celebration of Excellence Awards Ceremony
and Reception
7:00 - 9:00 pm Network Evening Events
SATURDAY, NOVEMBER 14
7:30 am - 8:00 pm Maryland Parent Day
7:30 - 4:00 pm Exhibit Hall Open
9:15 - 10:15 am General Session with Jack Andraka
4:30 - 6:00 pm E. Paul Torrance Creativity General Session
with Dr. Scott Barry Kaufman
7:00 - 10:00 pm Maryland Reception at the Maryland
Science Center
SUNDAY, NOVEMBER 15
3:00 - 4:30 pm Opening General Session with
Dr. Freeman A. Hrabowski, III
8:00 - 9:00 am Super Sessions
4:30 - 6:30 pm 9:15 - 10:15 am Super Sessions
10:30 - 12:00 pm Closing General Session
Exhibit Hall Opening Reception
FRIDAY, NOVEMBER 14
5:30 am
Charm City Run with Back on My Feet
View complete schedule at www.nagc.org
7:30 am - 5:00 pm Exhibit Hall Open
Attendees from Maryland will receive a one-year complimentary membership to MEGS (Maryland Educators of Gifted Students).
NCSSSMST Annual Professional Conference
NAGC is pleased to join forces with the National Consortium
for Specialized Secondary Schools of Math, Science, and
Technology to present their 2014 Annual Conference.
NCSSSMST is the nation’s alliance of secondary schools and
programs preparing students for success and leadership in
science, technology, engineering, and mathematics.
61st Annual Convention | November 13–16, 2014 | Baltimore, MD | Register online www.nagc.org
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Opening Keynote
We’re pleased to welcome as our opening keynote
speaker, Dr. Freeman A. Hrabowski, III, President of
University of Maryland, Baltimore County (UMBC)
and a consultant on science and math education to
national agencies, universities, and school systems.
Dr. Freeman A.
He was recently named by President Obama to chair
Hrabowski, III
the newly created President’s Advisory Commission
on Educational Excellence for African Americans. He also chaired
the National Academies’ committee that produced the recent report,
Expanding Underrepresented Minority Participation: America’s Science
and Technology Talent at the Crossroads.
Dr. Hrabowski was named one of the 100 Most Influential People in
the World by TIME (2012) and one of America’s Best Leaders by U.S.
News & World Report (2008). UMBC has been recognized as a model for
academic innovation and inclusive excellence by such publications as U.S.
News, which the past five years ranked UMBC the #1 “Up and Coming”
university in the nation.
Saturday Opening Session
Jack Andraka
Sen. Barbara Mikulski (D-MD)
On Saturday, we welcome an individual who
has a fan page on Facebook, close to 17,000
Twitter followers, and just got his driver’s
license! He describes himself as an amateur
cancer researcher, internationally recognized
medical entrepreneur, education activist,
innovator, and LGBT activist.
Invited Guest
Jack Andraka is a Maryland high school senior, who at age 15
invented an inexpensive and sensitive dipstick-like sensor for the rapid
and early detection of pancreatic, ovarian and lung cancers. After
a close family friend died of pancreatic cancer, Jack (then a ninth
grader) became interested in finding a better early-detection diagnostic
test. He learned that the lack of a rapid, low-cost early screening
method contributed to the poor survival rate among individuals with
pancreatic cancer. After thinking further about the problem, he came
up with a plan and a budget to put his ideas in motion. His low-cost
solution is more that 90% accurate and earned him the grand prize at
the Intel International Science and Engineering Fair.
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National Association for Gifted Children | Making in Roads
“Our most gifted children need our help just
as much as our most vulnerable do. They need
to be held to high standards, they need to be
challenged, and they need to be engaged.”
Senator Barbara Mikulski, a trailblazer throughout her career, has
always supported access to quality education. Elected to the U.S.
Senate in 1986, she is the longest serving woman in the history of
the United States Congress. She has been a longtime supporter of
gifted students, leading the 2014 push to restore funding for the
Jacob Javits Gifted and Talented Education Program as chair of
the Senate Appropriations Committee. She understands what it
will take to prepare America’s leaders of tomorrow, by providing
academic challenge and support today.
E. Paul Torrance
Creativity Session
Sponsored by
From Evaluation to Inspiration
Dr. Scott Barry Kaufman
Inspired by his personal experience, and supported
by his research on the development of intelligence
and creativity, Kaufman encourages us—and
specifically educators, school psychologists,
parents, and caregivers—to move towards a culture
of inspiration, in which we inspire all children
to bring out the best in themselves. When students are inspired or
activated, they come alive. Kaufman encourages audiences to take a
holistic approach to evaluation that benefits all students. It’s time to
focus on a practical approach to individual needs that enables students
to unlock their potential and reach their intellectual, creative, and
personal goals at school.
Reexamining the Theory and Practice
of Gifted Education with Implications
for Future Research and Practice
Celebrate Maryland
Dance with the
Dinosaurs
Please join us on Saturday, November 15th, for
a fabulous and fun party from 7:00 -10:00 pm at
the Maryland Science Center at Baltimore’s Inner
Harbor. Delicious light refreshments, a cash bar,
and music will be provided. A fantastic DJ will spin
favorite dance music from 9:00-10:00 pm, so wear
your dancing shoes!
Serving more than half a million visitors per year,
the Maryland Science Center is one of Baltimore
Inner Harbor’s main attractions. Entertaining
and educational to the young and old alike, it is
undoubtedly one of the city’s most exciting places
to visit. With hands-on exhibits and spectacular
displays in the wonderful world of science and
technology, the Maryland Science Center is a
great way to gain hands on experience and firsthand knowledge. Visit the Science Center gift
shop where you will be able to purchase a variety
of souvenirs and gifts.
Featured
SUNDAY
SESSION
The current developments within the fields of cognitive, educational and
social psychology; neurobiology; and education have spurred theorists in
gifted education to suggest a need for reexamination of both the ways we
define giftedness and the types of programs and services it prescribes. The
emergent scholarly work of the presenters on this panel has significant implications
for both practice and the direction of future research. Join a lively discussion about this impactful work and hear suggestions for
the needed research to guide future practices in the field.
James H. Borland, Teachers College, Columbia University, New York, NY, will focus on “Problematizing Gifted Education.”
David Yun Dai, University of Albany, Albany, NY, will reflect “Giftedness in the Making: Toward a Dynamic, Developmental
Theory of Exceptional Competence,” Joseph S. Renzulli, University of Connecticut, Storrs, CT, will address “A Theory Driven
Approach to Research and Practice In Gifted Education.” Rena F. Subotnik, American Psychological Association, Washington,
DC, and Paula Olszewski-Kubilius, Northwestern University, Evanston, IL, will speak to “A Long-Term, Developmental,
Domain-Specific, Psychologically Supported Perspective on Gifted Education.” The session will be moderated by Carolyn
Callahan, University of Virginia, Charlottesville, VA.
61st Annual Convention | November 13–16, 2014 | Baltimore, MD | Register online www.nagc.org
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0 making inRoads 0 Research, Learning, Practice.
Signature Series Sampling
A
s convention program chair, I worked with the Program Committee to make certain that the
convention content is balanced, relevant, and yes, innovative. The Signature Series sessions are
invited sessions that are timely, tone setting, and incorporate the big picture in the field. I extend
my sincere appreciation to those who have accepted the invitation to
contribute their knowledge and expertise. Please join me in welcoming
them when they present in Baltimore.
George Betts
Conceptual Foundations of Gifted Education in 2014: Competing Models for Providing
an Appropriate Gifted Education
Joseph S. Renzulli, University of Connecticut, Storrs, CT; Paula Olszewski-Kubilius, Northwestern University, Evanston, IL; George Betts, University of Northern
Colorado, Greeley, CO; Scott Peters, University of Wisconsin-Whitewater, Whitewater, WI; Catherine Brighton, University of Virginia, Charlottesville, VA
There are competing models of gifted education within the field, each
built on different assumptions. Administrators and other advocates for
gifted children must make choices among several different philosophies
and models of gifted education. As we are faced with the reduction or
loss of funding at all levels, do these competing models offer solutions
that will provide an appropriate education for the children we wish to
support? In this session five different approaches to gifted education
(self-actualization focus, talent development, differentiation, advanced
academics, and the schoolwide enrichment/triad model) will be presented
and discussed.
Teachers and their Talented Students:
What We Know and What We Wish We Did!
Ann Robinson, University of Arkansas at Little Rock, Little Rock, AR;
Del Siegle, University of Connecticut, Storrs, CT; April Thompson Jones, Little
Rock School District, Little Rock, AR; Joyce VanTassel-Baska, College
of William and Mary, Williamsburg, VA
Teachers develop talents. The role teachers play in talent development,
what their students think about them, and what teachers believe about
their talented students are all part of the complex story of educators in
gifted education. Join this interactive panel as they share what we know
about teachers from the multiple perspectives of students, colleagues, and
innovative pre-service and in-service preparation programs. Although we
have evidence to marshal and stories to tell, undiscovered insights and
unwritten tales remain. What do we wish we knew about the teachers
Ann Robinson
Del Siegle
April Thompson Joyce VanTasselJones
Baska
who touch the lives of talented students? The panelists will respond to
questions such as: How can we prepare teachers to work effectively with
talented students? What do teachers want to tell researchers about the
questions they have and the lives they lead in fostering talents in their
students? What is the greatest challenge we face in preparing teachers for
an optimal experience with their talented students? What do we NOT
know about teachers that we wish we did?
Learner-Developed Programming: Listening to the Voice of the Learner
George Betts, University of Northern Colorado, Greeley, CO; Blanche Kapushion, Jefferson County Public Schools, Golden, CO; Robin Carey, Douglas County
School District, Highlands Ranch, CO
Do your gifted learners tend to “check out” when transitioning to the
secondary level? Is your district’s gifted education programming in need
of a fresh perspective? Listening to the learner voice is a sure-fire way to
engage our most critical stakeholders through the lens of the Autonomous
Learner Model. It is essential that gifted learners be the center of their
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National Association for Gifted Children | Making in Roads
cognitive, emotional, social, and physical development. This presentation
addresses necessary steps in moving programming “for” gifted learners
to programming “by” gifted learners; doing it “with” them, not “to”
them. Practical examples from districts implementing this approach are
included.
Splendors and Glooms: A Conversation with
Newbery Medalist & Master Storyteller Laura Amy Schlitz
Susannah Richards, Eastern Connecticut State University, Storrs, CT with Laura Amy Schlitz, Newbery Medalist
Newbery Medalist and Honor Medalist Laura Amy Schlitz (author
of Good Master, Sweet Ladies and Splendors and Glooms) will share her
process for creating and telling stories in a moderated conversation
with Susannah Richards, member of the 2013 John Newbery Award
Committee that awarded an honor medal to Splendors and Glooms
(2012). Don’t miss this rare opportunity to hear how an award-winning
author creates satisfying books for young readers. Learn about the book-
making process and get a little bit
of “book gossip” about how one
writer weaves delightful stories
Susannah
Laura Amy
Richards
Schiltz
with eloquence. Laura Amy Schlitz
has a local connection—she works as
a librarian at the Park School in Baltimore. Book signing will follow the
presentation.
Secondary Gifted Education: What’s New?
Felicia A. Dixon, Ball State University, Selma, IN; Shelagh Gallagher, Engaged Education, Charlotte, NC; Sidney Moon, Purdue University, West Lafayette,
IN; Paula Olszewski-Kubilius, Northwestern University, Evanston, IL; Ann Robinson, University of Arkansas at Little Rock, Little Rock, AR
Join a session focused on talented adolescents and the ways we can
serve them. The co-editors of Secondary Gifted Education will lead this
interactive panel of experts as they share the latest research on secondary
programming. The panelists are authors of chapters for the new edition
of Secondary Gifted Education. They will discuss the cognitive, social, and
emotional characteristics of gifted adolescents, describe ways to support
talent development, and provide examples of strategies that teachers
and counselors can use to address the cognitive and affective needs of
adolescents who are talented in different domains.
Talent Development and Culturally Diverse Students:
Myths, Challenges, and Reality
Joy Lawson Davis, Virginia Union University, Richmond, VA; Tiombe Bisa Kendrick, Miami-Dade County Public
Schools, Miami, FL
The United States is filled with millions of talented students in
the areas of athletics, music, writing, leadership, performing arts,
and visual arts. Many of these students will have access to adequate
resources available largely through their schools and communities to
help nurture and develop their talents. However, the vast majority
of talented students from culturally diverse backgrounds lack similar
Joy Lawson
Tiombe Bisa
levels of resources that are critical
Davis
Kendrick
for the development of talent in
the areas described above. This session will share talent development
strategies and programs found effective with these populations that
address their academic and affective needs.
Advanced Skills for Attending to the Whole Child: A Psychologist and a Counselor Dialogue,
Demonstrate, and Teach
Dan Peters, Summit Center, Walnut Creek, CA; Jean Peterson, Purdue University, West Lafayette, IN
In the performance-driven school culture, “the whole child” may be
ignored. The same may be true in programming for and discussions
about gifted children. Here, a psychologist and a counselor who work
with gifted individuals will discuss concerns they see, how invested
adults might interact with gifted kids and families about these concerns,
when referrals should be made, how counselors and psychologists may
differ in perspectives and approaches, and keys to mutually comfortable
relationships with gifted individuals. Much of this session will involve
demonstrations of and practice with advanced skills for anyone
interacting with gifted youth.
61st Annual Convention | November 13–16, 2014 | Baltimore, MD | Register online www.nagc.org
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Wednesday Pre-Convention
$139 | November 12 | 9:00 am – 4:00 pm
Separate Registration Required/Includes Networking Lunch
Differentiation At The Core
Ensuring the Successful Implementation of the Common Core State Standards (CCSS) and Next Generation Science Standards (NGSS) for
High-Ability Learners
Authors of the topical and best-selling CCSS/NGSS books for using
the standards with gifted and advanced learners in mathematics, English
language arts, and science, will deliver high quality, in-depth sessions
that show ways of differentiating the standards for gifted and advanced
learners in K-12 schools.
Sessions within each time frame will cover each subject area and offer
ideas for balanced assessments, learning experiences for typical and
advanced students, integrating concepts across multiple disciplines,
acceleration and enrichment, practical strategies, and implementation.
Each session will include interactive activities and require active audience
participation.
Program Schedule
9:00 am – 10:15 am Choose from one of three breakouts
1. D
ifferentiating the Next Generation Science Standards for
Grades K-5
2. Managing the Math Classroom Environment for Differentiation
3. Overview of English Language Arts Standards for Administrators:
Supporting Teachers’ Differentiated Instructional Practice
10:30 am – 11:45 pm Choose from one of three breakouts
1. D
ifferentiating the Next Generation Science Standards at the
Middle and High School Levels
2. D
ifferentiating the Math Common Core-Elementary
3. English Language Arts Teacher Panel-Elementary: Experiences in
Transitioning to CCSS Implementation
12:00 noon – 1:00 pm Networking Lunch
1:15 pm – 2:30 pm Choose from one of three breakouts
1. P
roblem-based and Project-based Learning for ScientificallyAdvanced Learners
2. D
ifferentiating the Math Common Core: Teacher Perspectives
3. Cornerstones of Differentiation in English Language Arts: Creative
and Critical Thinking
2:45 pm – 4:00 pm Choose from one of three breakouts
1. L
essons from the Field: Practitioners Talk about Using the NGSS
in the Classroom
2. Differentiating the Math Common Core-Secondary
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National Association for Gifted Children | Making in Roads
Who Should Attend
General education teachers, gifted teachers, gifted coordinators and
curriculum directors, gifted specialists, and administrators
Benefits Of Attending
1. Attention from national experts in the field of gifted education who are
well versed in the standards and their application for advanced learners;
2. Ample time for learning hands-on lesson planning and classroom
management strategies;
3. Quality time spent with peers and time to reflect on your role in
supporting gifted and high-potential learners in your classroom
and schools.
3. Differentiating Instruction in the English Language Arts : Begin
with CCSS and Adjust Learning Experiences According to Students’
Needs
The Day’s Expert Speakers
Science
• Cheryll M. Adams, Director Emerita of the Center for Gifted Studies
and Talent Development at Ball State University
• Alicia Cotabish, Assistant Professor of Teaching and Learning at the
University of Central Arkansas
Math
• Susan K. Johnsen, Professor in the Department of Educational
Psychology at Baylor University and director of the PhD program
and programs related to gifted and talented education
• Gail R. Ryser, Director of Texas State University’s Research-Support
& Evaluation Center
English Language Arts
• Elizabeth Shaunessy-Dedrick, Associate Professor of Gifted
Education in the Department of Special Education at the University
of South Florida
• Joyce VanTassel-Baska, Smith Professor Emerita at the College of
William & Mary where she developed a graduate program and a
research and development center in gifted education
Thursday Pre-Convention
$139 | November 13 | 9:00 am – 2:30 pm
Separate Registration Required/Includes Networking Lunch
Effective Program Models that Serve Low Income and Culturally and
Linguistically Diverse Gifted Students
A special opportunity to take an in-depth look at best practices and how to adapt successful programs to your environment.
Spend the day with educators who have crafted unique programs
that address and meet the special needs of these students around the
country and explore what it takes to create your own.
These best practices and key program components will be thoroughly
covered and discussed. How to:
• Create pathways for promising learners K-12
• Design and select curriculum
• Develop strategies for increasing instructional time, teacher training
and preparation
• Assess student learning
• Integrate with outside of school learning
• Gain administrator support
• Increase community involvement
• Effectively work with parents
Participants will actively engage in exercises designed to help them
assess the strengths and challenges within their own local settings
as an initial step for building programs for promising learners. A
culminating activity will be a panel discussion involving all presenters
and attendees.
Programs Represented and their Presenters:
• Project M3 – Mentoring Mathematical Minds and
Project M2 – Mentoring Young Mathematicians
Kathy Gavin, University of Connecticut, Storrs, CT;
Denise Zacherl, Charleston County School District, Charleston, SC
Program Schedule:
9:00 am - 9:30 am 9:45 - 11:00 am 11:15 - 12:30 pm 12:30 - 1:15 pm 1:30 - 2:30pm • Young Scholars Program
Carol Horn, Fairfax County Public Schools, Fairfax, VA;
Margaret A. Lee, Frederick County Public Schools, Frederick, MD
Welcome and Goals
Your choice of breakout sessions
Your choice of breakout sessions)
Networking Lunch
Panel discussion and next steps
Program Moderators
Paula Olszewski-Kubilius, Northwestern University, Evanston, IL
Cheryll M. Adams, Ball State University, Muncie, IN
• Primary Talent Development (PTD): Early Learning Program, K-2
Melanie Carter, Anne Arundel County Public Schools,
Anne Arundel, MD
• Using a Talent Development Approach to Serve Middle
School High-Ability Culturally, Linguistically, and Ethnically
Diverse Students
Penny Zimring, Howard County Public Schools, Columbia, MD
• Project EXCITE
Celishia Bussey, Rhoda Rosen, Jenise Holloway, Center for Talent
Development, Northwestern University, Evanston, IL
61st Annual Convention | November 13–16, 2014 | Baltimore, MD | Register online www.nagc.org
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0 making inRoads 0 Creativity, STEM, Arts
Thursday Pre-Convention – Action Labs
$139 | November 13 | 7:30 am – 2:30 pm
Separate Registration Required | Includes transportation;lunch options/costs may vary
NAGC Action Labs, designed by local educators and administrators,
provide an experiential learning opportunity that will broaden your
perspective and give you ideas to use back home. You should plan
for a full day of learning, and dress for the weather as you may spend
time outdoors either as part of the Action Lab or while boarding
buses, etc. Action Lab transportation is scheduled to return in
time for you to be ready to take your seat for the Opening General
Session that begins at 3:00 pm at the Hilton. To ensure that the
Action Labs go as planned, pre-registration is required by September
22. We do our best to ensure that all Action Labs will take place, but
some arrangements are out of our control. Please register as early as
possible to ensure your spot. These Labs fill quickly. There is no onsite registration and no waiting lists. If accepted, you will receive an
email in early October with all the details. Register early and please
be sure to note your alternate selections.
AL1 National Aquarium
art accessible to the K-12 school community, both in and outside
of Maryland. Go full STEAM ahead and integrate the arts with
social studies, science, math, and language arts activities utilizing the
world-renowned ancient, medieval, Renaissance, Chinese, and Islamic
collections online or in person. Spend up to an hour learning how
to utilize the Walters’ extensive website, lesson plans, and resource
materials to bring history and the arts to life for students in your
classroom and school.
The Action Lab includes a “Literacy and the Arts” workshop
where you will discover meaningful connections between the
collections of the Walters Art Museum and the English Language Arts
anchors of the Common Core Standards. Explore the museum in
small groups and participate in writing and gallery activities, using the
skills of inference, analysis, collaboration, creativity, sequencing, and
communication. You will leave with the confidence to lead similar
lessons with your students when you return to your classroom. This
workshop is ideal for teachers of all grades and disciplines.
Just a short walk down the street from the Convention Center lies the
magnificent National Aquarium, where you can spend the day not
only in awe of this incredible building, the animals, and exhibits, but
receive training in Project WET as well. This is a program you will
want implemented in your school – take advantage of the opportunity
to receive free program materials and curriculum guides and the
knowledge to make a difference in your students’ lives and your school
community. Since 1984, the Project WET Foundation has dedicated
itself to the mission of reaching children, parents, teachers, and
community members with water education. The full-color, 616-page
Project WET Curriculum and Activity Guide and many of its other
popular educator guides, including WOW! Wonders of Wetlands and
Healthy Water, Healthy People, contain multidisciplinary, hands-on,
investigative activities for K-12 students and have proven successful
because they are easy-to-use, interactive, multisensory, adaptable,
relevant, motivating, and contemporary (teaching 21st century skills
and Common Core compatible). Administrators, coordinators,
resource teachers, and classroom teachers from all content areas will
love this program. What better place to learn about Project WET than
in Baltimore’s own National Aquarium!
AL2 Walters Art Museum
The Walters Art Museum in Baltimore is internationally renowned
for its collection of art that has grown to 35,000 objects and presents
an overview of world art from pre-dynastic Egypt to 20th-century
Europe. On this Action Lab you will see significant works of art
from around the world and across the centuries, from ancient
Egyptian mummy masks and medieval armor to 19th-century
French impressionism and turn-of-the-century art deco. The School
Programs Department provides hands-on and online educational
resources that make the Walters’ collections and related pieces of
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National Association for Gifted Children | Making in Roads
AL3 The Maryland Zoo in Baltimore
Travel 10 minutes from the Convention Center to the third oldest
zoo in the country – the Maryland Zoo in Baltimore. This historic
facility, which dates back to 1876, has as its mission to inspire and
educate people to join with it in active support and conservation of
wildlife and wild places. As centers for conservation and education,
AZA-accredited zoos such as the Maryland Zoo are ideal resources for
students and teachers to explore topics as diverse as science, history,
and art—the ultimate interdisciplinary experience! During this
Action Lab, Zoo educators will help middle and high school teachers,
coordinators, and administrators explore ways that accredited zoos, in
person or online, can serve as viable complements to their curriculum.
A one-hour guided tour of the Zoo will be offered as part of the
experience.
AL4 American Visionary Art Museum
Travel across the harbor to the historic Federal Hill neighborhood to
see perhaps the most unusual art museum you’ll ever see. Housing
a fun, eclectic array of art, art cars, and sculptures, the American
Visionary Art Museum specializes in the preservation and display of
visionary art (also known as “outsider art,” “intuitive art,” “raw art,”
or “art brut”). AVAM’s 1.1 acre campus contains 67,000 square feet
of exhibition space and a permanent collection of approximately
4,000 pieces. The museum has no staff curators, preferring to use
guest curators for its shows. Rather than focusing shows on specific
artists or styles, it sponsors themed exhibitions with titles such as
“Wind in Your Hair,” “High on Life,” and “All Things Round.”
Participate in an educational program geared specificallt for our
members that will focus on creativity and include lesson plans,
Cap off your visit by grabbing lunch (included) at AVAM’s on-site
restaurant, Mr. Rain’s Fun House.
Legacy Series
Friday, November 14
Curriculum, Being, and
Becoming with Joyce
VanTassel-Baska
The Conceptual Foundations Network
invites you to attend the eighth annual
Legacy Series honoring the life and work
of Dr. Joyce VanTassel-Baska. The Legacy Series honors
the major scholars in gifted education by recording their
reflections on their personal and professional journeys. This
year’s honoree, Joyce VanTassel-Baska, is the Jody and
Layton Smith Professor Emerita of Education at the College
of William & Mary. She is the founding director of the Center
for Gifted Education and also initiated and directed the
Center for Talent Development at Northwestern University.
A past president of NAGC, Joyce has received numerous
awards for her work in gifted education and has published
28 books and over 550 journal articles, book chapters, and
scholarly reports. The Conceptual Foundations Network is
honored to be able to provide this opportunity for teachers,
administrators, and scholars to benefit from the knowledge
and experiences during this program.
NAGC Exhibit Hall
(exhibitor list as of March 1, 2014)
The Annual NAGC Convention features a one-of-a-kind destination
for all things gifted! You will have time to peruse products and
resources for use in your classroom, to enhance your knowledge
on myriad topics and subjects, and to develop an awareness of the
beyond-the-classroom opportunities for you and your students.
American Mensa
Belin-Blank Center
Blue Orange Games
Borenson and Associates
Bright Ideas Catalog / A.W.
Peller & Assoc.
Camp Invention
Center for Bright Kids,
Regional Talent
Development Center
Center for Gifted Studies and
Talent Development, Ball
State University
Center for Gifted Studies,
Western Kentucky University
Center for Talent Development
at Northwestern University
College of William & Mary,
Center for Gifted Education
Concordia Language Villages
Davidson Institute
Dinah-Might Adventures
Disney Youth Programs
Duke TIP
EAI Education
Engine-Uity, Ltd.
Fox Imaging
Free Spirit Publishing
Frog Publications
Future Problem Solving
Program International
Great Books Foundation
Institute for Development of
Gifted Education / Ricks
Center for Gifted Children
Interact
International Connections
Academy
Jack Kent Cooke Foundation
Jodie Mahony Center for
Gifted Education, UALR
Johns Hopkins University
Center for Talented Youth
Kendall Hunt Publishing
Company
LEGO Education
Lintor Make-A-Book
Mirman School for Gifted
Children
PA Publishing
Pieces of Learning
Prufrock Press
Purdue Univesity / GERI
Royal Fireworks Publishing Co.
Scholastic Testing Service, Inc.
Set Enterprises
SimplyFun
Summer Institute for the
Gifted
Supporting Emotional Needs
of the Gifted
The Oxford Academy
University of Connecticut Neag
Center for Gifted Education
and Talent Development
University of Missouri Online
Gifted Programs
Usborne Books & More
Virtual Learning Academy
Charter School
World Council for Gifted and
Talented Children
61st Annual Convention | November 13–16, 2014 | Baltimore, MD | Register online www.nagc.org
11
0 making inRoads 0 Networking, Knowledge, Community
Expert Perspectives
$69 each for morning OR afternoon sessions (no lunch)
$139 for full day including networking lunch
Thursday, November 13 | 9:00 am – 2:30 pm
Separate Registration Required.
Take this opportunity to learn from leaders in our field about issues
that they have identified as timely and essential. When you register for
the Thursday Expert Perspectives program, you will select one session
in the morning and one in the afternoon. Lunch and materials are
included in your full day registration fee. These sessions are popular
and fill quickly, so register early to confirm your seat.
Morning Sessions
9:00 - 11:00 am
Choose one when registering:
The Common Core State Assessments and
EP1 Gifted Students - PARCC
Callie Riley, Senior Policy Associate, Partnership for Assessment of
Readiness for College and Careers (PARCC), Washington, DC
Attendees from states in the PARCC (Partnership for Assessment
of Readiness for College and Careers) Consortium will want to
hear the overview of the state assessments PARCC is designing for
the Common Core State Standards for mathematics and English
language arts/literacy. The presenter also offers a deeper look at how
the assessments provide information on students who are able to meet
or exceed the grade level standards early and how they can inform
classroom instruction.
Actively Engaging Elementary and Middle
EP2 Grade Students in STEM Tasks
Scott A. Chamberlin, University of Wyoming, Laramie, WY; Janine
Firmender, St. Joseph’s University, Media, PA; Rachel McAnallen, Zoid
& Company, Storrs, CT; Gail Ryser, Texas State University, Austin, TX;
Susan Johnsen, Baylor University, Waco, TX; Chris Schultz, Iowa State
University; Iowa City, IA; Linda Sheffield, Northern Kentucky University,
Fort Thomas, KY
Experts from the STEM Network will present curricular approaches
to engage advanced students in STEM disciplines in grades K-8.
Presenters will participate in four roundtables at one time so that
attendees may shop for sessions that resonate most with their needs.
Each roundtable will be 40 minutes so everyone can get to three
different sessions. Attendees will listen to a very brief presentation on
the curricular approach and then actively participate in the use of it.
12
National Association for Gifted Children | Making in Roads
The objective of the session is to help teachers gain familiarity with
various curricular approaches for direct use in their classroom(s).
Gifted Education Programming: A Sherpa
EP3 Guiding Everyone to New Heights
Sally C. Krisel, Hall County Schools, Athens, GA
Refusing to focus on “adequacy” or take a deficiency view of children
from diverse backgrounds, Hall County educators have chosen a
pull-from-the-top approach to achievement. Systematically and
collaboratively, they are developing challenging programs with roots
in gifted education that allow teachers to recognize and develop
gifts and talents in students from diverse populations. Included in
this session will be discussion of highly personalized programming
options, use of innovative technologies to add curriculum depth and
complexity, and a district-wide reconceptualization of Response to
Intervention. Learn about this counter-intuitive approach and start
identifying potential Sherpa guides for your school or school system.
Beyond the Core: Infusing Critical and
EP4 Creative Thinking into the Curriculum
Susan Dulong Langley, University of Connecticut, Storrs, CT
The Common Core State Standards developers acknowledge that
the Standards do not define the intervention methods or materials
necessary to support students who are well above grade-level
expectations, and state that the Standards are a call to take the
next step. What, then, is the next step? We will explore strategies
in curriculum and lesson design to support: Establishing essential
elements; developing pre-formative and summative assessments to
inform instruction; tiering by cognitive complexity; and infusing
creative-thinking skills.
Leadership Development:
EP5 Key Considerations for Supporting
Leadership in Gifted Adolescents
Catherine A. Little, Kelly Kearney, University of Connecticut, Storrs, CT
Leadership development is a stated or implicit outcome in many gifted
programs. Gifted students are frequently predicted to be “leaders of
the future,” and with that emphasis in mind, programs place some
focus on leadership as an intended result of students’ experiences. The
form and specific details of curriculum and instruction to support
leadership development are often not well defined. In this session, we
link guidelines from the literature in gifted education and in youth
leadership more broadly to discuss key criteria that should guide
school efforts to promote leadership development among talented
adolescents, in school or extracurricular settings.
Creative Expression
EP6 through Media
Cindy Sheets, Shawnee Mission School District, Lees Summit, MO
How do we go about providing experiences for gifted students to
create, produce and share their work? We are no longer tied to the
knowledge and skills found within our school walls or to paper and
pencil products. We can share our learning with the world. In this
session, we will take a look at technology resources and project ideas
that will empower gifted students to develop critical, creative, problem
solving, and inquiry skills, while practicing good digital citizenship.
Featured projects will include podcasting, digital storytelling, iMovie
trailers, creating web pages, and contests that foster PBL.
Defensible Instructional Practices for
EP7 Secondary Gifted Students: Deep,
Complex and Critical!
Richard M. Cash, nRich Educational Consulting, Minneapolis, MN
Teachers working with young gifted students may receive some
training on practices deemed necessary in gifted education. This is
not usually the case at the secondary level. In an effort to promote
defensible practices for secondary gifted students we must support
middle and high school teachers with a better understanding of
the characteristics of advanced adolescents, qualities of substantive
conversations, and sophisticated questioning techniques. This session
will demonstrate specific strategies to deepen content, extend complex
questioning, and build critical conversations. Participants will receive
invaluable resources to meet the needs of gifted secondary students in
any subject area.
place high level cognitive demands on students requiring them to
reason, justify, synthesize, analyze, and problem-solve. In a time when
access to costly resources is limited, questioning is a free and powerful
strategy used to promote higher level thinking and support rigor
required by Common Core standards. We will explore how to ask
the right questions, scaffold questioning so students can reach higher
levels of understanding, and encourage students to be questioners in a
student-centered, inquiry-oriented rigorous community.
Collaboration, and Communication
Brian Housand, East Carolina University, Greenville, NC; Ian Byrd,
Byrdseed Inc., Seal Beach, CA (byrdseed.com); Tamara Fisher, Polson
School District #23, Polson, MT (http://blogs.edweek.org/teachers/
unwrapping_the_gifted) ; Lisa Van Gemert, American Mensa, Arlington,
TX (http://www.giftedguru.com/); Krissy Venosdale, Rainard School,
Houston, TX (http://venspired.com)
Since the dawn of the Internet Age, blogs have served as THE
platform for the exchange of ideas and sharing of information. This
session assembles some of gifted education’s best-known bloggers who
will describe their creative process and experiences with blogging.
Special attention will be devoted to utilizing blogging with gifted
kids through a collection of case study examples, and lesson ideas for
connecting to Common Core will be provided. Finally, participants
will be grouped into small focus groups based upon readiness level
and interests to ensure that they are empowered with new knowledge
to build better blogs for themselves and their gifted students.
11:00 am – 12:15 pm
Networking Lunch (included in the registration fee when registering
for BOTH morning and afternoon sessions)
Fostering Parent and Community Engagement
EP8 for Gifted Programming
Michelle Swain, Round Rock ISD, Round Rock, TX
The greatest support for gifted programming often comes from
involving parents, but the question often asked by gifted educators is,
“How do you structure activities and events to best maximize parental
involvement?” Simultaneously, parents are asking, “How do I get
involved?” This session highlights one district’s methods for increasing
and sustaining parent and community engagement in gifted services.
Various programs and initiatives will be shared as well as lessons
learned along the 10-year journey.
Traveling the Road to Rigor through
EP9 Depth of Knowledge
Blanche Kapushion, Tonia Heffley, Cynthia Dunning-Gifford, Jefferson
County Public Schools, Golden, CO
How can we create a classroom that promotes a rigorous learning
environment that supports Common Core? Common Core standards
Building Better Blogs to Promote
EP10 the 4 C’s: Creativity, Critical Thinking,
Afternoon Sessions
12:30-2:30 pm
Choose one when registering:
The Common Core State Assessments and
EP11 Gifted Students – Smarter Balanced
Shelbi K. Cole, Smarter Balanced Assessment Consortium, Olympia, WA
Attendees from states in the Smarter Balanced consortium will want
to hear an overview of the computer adaptive state assessments
Smarter Balanced is designing for the Common Core State Standards
for mathematics and English language arts/literacy. The presenter also
offers a deeper look at how the assessments provide information on
students who are able to meet or exceed the grade level standards early
and how they can inform classroom instruction.
61st Annual Convention | November 13–16, 2014 | Baltimore, MD | Register online www.nagc.org
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0 making inRoads 0 Technology, Curriculum, Counseling
Are You Robot Ready?
EP12 Your Students Are!
Nicholas Kirschman, Webster Groves School District, St. Louis, MO;
Christine Nobbe, Webster University, St. Louis, MO
Robotics is an effective, motivating STEAM (Science, Technology,
Engineering, Arts, and Math) topic for gifted learners of all ages.
Robotic engineering allows students to struggle with a problem,
collaborate, defend their engineering and programing decisions, and
communicate their ideas in their own words and drawings. Join two
veteran teachers, who teach grades 2-12, in a discussion of the joys
and perils of starting a robotics program, whether it is part of the K-12
curriculum or a club. Recommendations on curriculum, hardware,
sensors, and budget will be addressed. Participants will complete
hands-on activities with several robots to become “robot ready.”
Build a Gifted Resource Site for Today’s
EP13 Classroom: Practical Application
Dina Brulles, Karen Brown, Paradise Valley Unified School District,
Phoenix, AZ
To effectively reach, teach, and assess gifted students, teachers need
resources, guidance, and communication... at their fingertips! Bring
your laptop, your needs and your ideas. Learn to create a Gifted
Resource Site for providing curriculum, supporting teachers, and
documenting achievement. Participants will begin developing
a dynamic site for providing web-based training, collaboration
tools and methods for sharing curriculum. Contents may include
differentiated lessons and digital resources such as videos of classroom
demonstrations, student work samples and relevant apps. The
facilitators guide participants through a step-by-step process for
building a site designed to meet your needs. Participants will need to
create a gmail account prior to attending this session.
Pathways to Success: Early Childhood
EP14 Equity and Excellence
Mary Ruth Coleman, University of North Carolina at Charlotte,
Charlotte, NC; Donna Y. Ford, Vanderbilt University, Nashville, TN;
Ellen Honeck, Independent Consultant, Centennial, CO; Bertie Kingore,
PA Publishing, Austin, TX; Jack A. Naglieri, University of Virginia,
Centreville, VA
Appropriate identification of young gifted learners can be challenging.
The panel will share perspectives on strategies that promote
equity and excellence within gifted programs specifically focusing
on the identification of students who remain underrepresented.
Discussion includes: • Why early identification is essential: focus on
underachievement and under-representation • How Theory, Research
and the U46 Court Case Informs GT Identification: Relevance of the
NNAT2 • Changing the classroom environment: how teachers affect
the recognition of emergent talent • “It takes a team”: nurturing and
14
National Association for Gifted Children | Making in Roads
responding to children with high potential with in general and gifted
education.
Social and Emotional Intelligence:
EP15 Implementing Socio-Affective Curriculum in
Academic Settings for the Gifted and Talented
William Goff II, Virginia Beach Public Schools, Virginia Beach,
VA; Angela Housand, University of North Carolina at Wilmington,
Greenville, NC; Bronwyn MacFarlane, University of Arkansas at Little
Rock, Little Rock, AR
“You cannot separate our students’ emotional report cards from their
academic report cards” (Education Week, 2000). Socio-affective
education provides growth opportunities for gifted students to
develop self-awareness and plan for a fulfilling future. As a result,
integrating social and emotional education within the academic
learning experience is essential for empowering students to reach
new goals. Join us as we explore social and emotional intelligence
among gifted students, review service delivery models for proactively
engaging gifted learners’ drive, motivation, and conative habits, and
introduce classroom strategies that can be implemented immediately
to help students achieve fulfilling personal and “professional” growth.
Technology to Enhance Content Delivery,
EP16 Not Distract from It
Kristina Ayers Paul, Purdue University, West Lafayette, IN
All learners come to presentations hoping to learn, but often also
dreading the possibility that they will be stuck in a boring lecture where
the presenter reads from a poorly constructed slideshow. This session
will prompt you to consider new ways of using technology to deliver
content in ways that enhance learning, not distract from it. First, we
will focus on using visual design principles to enhance the content
delivery, whether in a classroom, professional development, or research
conference setting. Then we will explore technology tools that can be
used to increase interaction and collaboration among your audience.
The Synergistic Experience of Coding: Uniting
EP17 Creativity, Motivation, and the Common Core
Brian Housand, East Carolina University, Greenville, NC; Lauri Kirsch,
Christie Ray, Hillsborough County Public Schools, Tampa, FL
Who is successful and why? According to MacArthur “Genius Grant”
winner Angela Lee Duckworth the key is GRIT and as educators, “We
need to be gritty about getting our kids grittier.” How can we create
opportunities within the often restrictive parameters of the current
education system for fostering grit? The answer is CODING! Attend
this session and learn how to implement coding within the classroom
and beyond to spark creativity, empower motivation and simultaneously
address the core standards... all with free easily accessible technologies!
Come with curiosity... leave with tools for cultivating grit!
Twice-Exceptional Children:
EP18 Making Inroads
Members of NAGC Twice Exceptional Special Interest Group
Baltimore is a national hub of services for “twice-exceptional
students”- or gifted students with disabilities. In a roundtable format,
this session will feature leaders in the field of twice-exceptional sharing
expertise in a variety of table topic discussions. You will have the
opportunity to join others who share your concerns and challenges.
Topics will focus on legal issues, communicating with administrators,
working successfully with counselors, curriculum, and differentiation,
identification issues, and service and advocacy issues. Roundtable
facilitators will share their experiences and expertise, share practical
strategies and suggestions, and discuss implications for the future.
Utilizing Engineering Activities in K-12 Grades
EP19 to Promote Interdisciplinary Understanding Of
Science, Technology, and Mathematics
Scott A. Chamberlin, University of Wyoming, Laramie, WY; Lori
Bland, George Mason University, Fairfax, VA; Alicia Cotabish, Debbie
Daley, University of Central Arkansas, Conway, AR; Shawn Jordan,
Arizona State University, Tucson, AZ; Nielsen Pereira, Western Kentucky
University, Bowling Green, KY
Perhaps the most often overlooked letter in the STEM acronym is the
E (engineering). In this session, presenters will discuss engineering
in grades K-12 with a specific focus on activities that link to science,
technology, and/or mathematics. The presentation will be a mixture
of discussion as well as activities in a roundtable format so that
attendees may realize the interrelationship among theory, practice,
and the STEM areas. An objective of the session is to have take-home
activities that can be used directly in classrooms of various disciplines.
Partnering For Power: Collaborating With
EP20 Culturally Diverse Families to Improve
Outcomes for Their Gifted Learners
Joy Lawson Davis, Virginia Union University, Richmond, VA; Michelle
Frazier Trotman Scott, University of West Georgia, Carrollton, GA;
Rosina M. Gallagher, Chicago, IL; Tarek C. Grantham, Kristina Henry
Collins, University of Georgia, Athens, GA
This session will offer participants unique insights into addressing
the issue of under-representation of culturally and linguistically
diverse gifted learners. Presenters will describe culture-based family
engagement strategies designed to improve educational outcomes for
culturally diverse gifted learners. Among these strategies and models
are: the role of families in talent development for twice-exceptional
culturally diverse learners; family’s role in identifying and nurturing
creative potential and overcoming deficit thinking; effective strategies
for engaging families of ELL gifted students; a train the trainer
model designed for a cadre of parent/family engagement leaders; and
strategies aimed at increasing Black student participation in STEM
related coursework and programming. A handout package will be
available for all participants.
The Schoolwide Enrichment Model: Applying
EP21 the Pedagogy of Gifted Education to Total
School Improvement
Joseph S. Renzulli, Sally M. Reis, University of Connecticut, Storrs, CT
The Schoolwide Enrichment Model (SEM) is a systematic plan for
integrating a broad range of advanced level learning experiences and
higher order thinking skills into any curriculum, course of study
or pattern of school organization. It provides a detailed blueprint
for school improvement, but each school develops its own unique
program based on local resources, student populations, school
leadership dynamics, and faculty strengths and creativity. In addition
to learning the fundamentals of SEM, the session will also include
a description of an SEM-based urban academy targeted on highpotential/low-income students.
EP22 Fueling Potential and Driving Achievement
in Language Arts: Analyzing Informational
Texts with a Focus on Higher Level Skill Development
Kimberley L. Chandler, The College of William and Mary, Williamsburg,
VA; Magdalena Fitzsimmons, Baltimore County Public Schools,
Baltimore, MD
According to the Common Core State Standards, students must
“actively seek thoughtful engagement with informational texts that
builds knowledge, enlarges experience, and broadens worldviews.”
Strategies for helping gifted students analyze informational texts
will be shared. Participants will review examples of research-based,
practical activities. Emphases will be on designing activities to teach
gifted students how to connect to prior knowledge, make inferences,
and summarize information. Ideas for research projects, questioning,
and writing exercises that require close reading will be included.
61st Annual Convention | November 13–16, 2014 | Baltimore, MD | Register online www.nagc.org
15
0 making inRoads 0 History, Tallships, Funky Neighborhoods
Baltimore travel and hotel
Getting There
Situated in the heart of the eastern seaboard, Baltimore is easily
accessible by plane, train, and within driving distance of more
than one-third of the nation’s population. Baltimore is within four
hours or less of major cities such as New York City, Philadelphia,
and Washington, DC. Baltimore is served by three major airports:
Baltimore/Washington International Thurgood Marshall Airport
(BWI) in Maryland, and Washington Dulles International Airport
(IAD) and Ronald Reagan Washington National Airport (DCA) in
Northern Virginia. Just 15 minutes from downtown Baltimore, BWI
Thurgood Marshall offers more than 600 flights per day to more than
70 domestic and international destinations.
http://baltimore.org/transportation
About Baltimore
Historically a working-class port town focused on steel processing,
shipping, auto manufacturing and transportation, Baltimore now has
a modern service economy led by high-tech, biotech, medicine, and
tourism. Distinctive restaurants, bars, businesses, and shops can be
found throughout. The new “Inner Harbor” — so important in the
city’s first days — has become the model for cities around the world.
Optional City Bus Tours
Where to Stay/Making Your Hotel Reservation
Wednesday, November 12, 2014
• Washington, D.C.
Washington Monument, U.S. Capitol, Lincoln Memorial, Vietnam
Veterans Memorial, World War II Memorial, and more.
9:45 am bus boards at Hilton Baltimore
Returns at approximately 5:30 pm
• Baltimore, MD
Ft. McHenry, Mary Pickersgill Flag House, Federal Hill, Fells Point,
Mt. Vernon, and more.
9:45 am bus boards at Hilton Baltimore
Returns at approximately 2:30 pm
Both tours include free time for lunch and additional sightseeing (at
attendees’ expense)
Registration
$50 per person | $53.74 online credit card sales
(Baltimore tour includes Ft. McHenry admission)
Call 410.464.7994
Send payment by check directly to: Baltimore Rent-A-Tour
1340a S. Charles St. | Baltimore, MD 21230
Find the online registration link at www.nagc.org
In the event that a tour is cancelled as a result of low participation
(required minimum of 30 people), all monies will be refunded.
Stay Connected!
[
16
Complimentary high-speed Internet in all NAGC guest
rooms at all NAGC hotels throughout the Convention.
National Association for Gifted Children | Making in Roads
NAGC has contracted with several hotels connected to or adjacent to
the Baltimore Convention Center for reduced rates.
To take advantage of the discounted rates, make your
reservation through the Baltimore/NAGC Housing Bureau
Online: Visit the NAGC website www.nagc.org for a link
Phone: Call 800-282-6632 (toll free) or 410-837-4636 (international)
Check the cancellation policy before making your final hotel reservation.
Deadline for hotel reservations is October 16, 2014.
All requests for meeting space or hospitality suites during the
Convention must be approved by calling NAGC at 202-785-4268.
Hotels/Guest Rooms
• Hilton Baltimore (headquarters hotel)
401 West Pratt Street | $193.50 per night plus applicable taxes
• Hyatt Regency Baltimore
300 Light Street | $189 per night plus applicable taxes
• Baltimore Marriott Inner Harbor Hotel
110 South Eutaw Street | $185 per night plus applicable taxes
• Sheraton Inner Harbor
300 South Charles Street | $179 per night plus applicable taxes
• Hampton Inn
550 Washington Blvd. | $174 per night plus applicable taxes
• Holiday Inn - Inner Harbor
301 West Lombard Street | $179 per night plus applicable taxes
• Days Inn Inner Harbor Hotel
100 Hopkins Place | $139 per night plus applicable taxes
Register Online at www.nagc.org
Attendee Registration Form
Please use a separate form for each attendee. Photocopy as needed.
Do not use this form if you are an Exhibitor/Student/Group
Find registration forms online at www.nagc.org
2 Ways to Register
 Mail
(accepted until Oct. 30)
1331 H Street, NW Suite 1001
Washington, DC 20005
 Online
www.nagc.org
Opens in June
Attendee Information
NAGC Member Number ________________
 This is my first NAGC Convention I am a Presenter
First Name ________________________________Last Name _______________________________________ M.I. __________
Mailing Address [home or work] ______________________________________________________________________
City _____________________________________________________State ________________ Zip Code _________________
School/Organization Name ________________________________________________________________________________
Professional Title _________________________________________________________________________________________
Work Phone_______________________________________ Home Phone __________________________________________
E-mail (primary) ________________________
home or work (secondary) _______________________ home or work
Do you require any special accommodations to participate (wheelchair, dietary restrictions, etc.?)
YES

NO
Explain __________________________________________________________________________________________________
Do you wish to be excluded from exhibitor mailings?
YES
NO
Convention Registration (Thursday, Nov. 13, 3:00 pm - Sunday, Nov. 16, 12:00 pm)
Are you an Exhibitor/Student/Group? DO NOT USE THIS FORM. Find the forms online at www.nagc.org
Registration MUST be
postmarked by the
deadline noted
Early Bird Registration
(April 15 - September 20)
Member
 $409
New Member +
Convention Bundle*
$508
Nonmember
$569
Best
Value
Advance Registration
(September 21 - October 30)
On-Site Registration
(October 31 - November 15)
 $439
 $469
$538
$568
$599
$629
* New Member + Convention Bundle includes your Convention registration PLUS a one-year NAGC Individual
Membership. Benefits include member pricing for books and seminars, subscriptions to Teaching for High Potential,
biweekly e-newsletter, and a member publication (CHOOSE ONE)  Gifted Child Quarterly or  Parenting for High Potential.
Choose three NAGC Networks as part of your membership:
Arts
Computers & Technology
Conceptual Foundations
Counseling & Guidance
Creativity
Curriculum Studies
Early Childhood
Global Awareness
Register online at www.nagc.org
Donate to the NAGC Annual Fund
Middle Grades
Parent & Community
Professional Development
Research & Evaluation
Special Populations
Special Schools/Programs
 STEM (Science, Technology,
Engineering & Math)
Subtotal for Registration Fee $_________________

Additional Registration Options and Payment
 Separate registration fee required.
Please register early -- spots fill quickly as registrations are received.
NAGC Pre-Convention 

Registrations for Action Labs must be postmarked by September 20.
 Pre-Convention Activities without sufficient attendees may be cancelled in advance by NAGC.
Programs
Visit www.nagc.org for details and descriptions.
Wednesday, November 12
ReGisteR FoR PRe-Convention

Differentiation at the Core
9:00 am - 4:00 pm
Ensuring the Successful Implementation of the Common Core State Standards (CCSS) and
Next Generation Science Standards (NGSS) for High-Ability Learners
ReGisteR FoR PRe-Convention
$139 (includes lunch)
Thursday, November 13 (choose only one)
 NCSSSMST Thursday Program for NAGC Registrants
If you are registered for the full NAGC Convention you may choose to attend the NCSSSMST concurrent sessions
8:15 am - 2:15 pm
or
$139 (includes lunch)

or
Effective Program Models that Serve Low Income and Culturally and Linguistically Diverse Gifted Students
9:00 am - 2:30 pm
$139 (includes lunch)

Expert Perspectives - Morning

Expert Perspectives - Afternoon
Morning Breakout (EP1-EP10)
Expert Perspectives - Morning + Afternoon
or

$69 (NO lunch)
1st Choice ________
12:30 pm - 2:30 pm
Afternoon Breakout (EP11-EP21)
or

9:00 am - 11:00 am
2nd Choice _________
$69 (NO lunch)
1st Choice ________
9:00 am - 2:30 pm
2nd Choice _________
$139 (includes lunch)
Morning Breakout (EP1-EP10)
1 Choice ________
2nd Choice _________
Afternoon Breakout (EP11-EP21)
1st Choice ________
2nd Choice _________
Action Lab
Make your selection using the Action Lab number (A1 - A4)
st
7:30 am - 2:30 pm
1st Choice ________
For details and descriptions for all pre-convention opportunities
visit www.nagc.org
$139 (lunch options/costs vary)
2nd Choice _________
Subtotal for
Pre-Convention Events $ ____________
Donate to the naGC annual FunD
Please consider making a tax-deductible donation to support NAGC programs that build awareness of the
needs of high-ability learners.
Donation Amount $__________________
PAYMENT
Total Due in U.S. Funds $ _______
All registration forms must include payment
Payment Method:Check
Mastercard
Visa
AMEX
Discover
Made payable to NAGC
Check No. ___________ Purchase Order #____________________ (Attach original PO with form)
Name on Card __________________________________________________________________________________
Card Number ___________________________________________________________________________________
Exp _____________
Card Verification # _____________
Billing Address Zip Code _______________
Signature _______________________________________________________________________________________
Cancellation/Change/Substitution Policy
NAGC Convention cancellations must be received at NAGC in writing, by mail or fax, no later than Wednesday, October 30, 2014, and
will be charged a $100 processing fee. This fee applies to cancellations, substitutions, and changes to your registration. Refunds
issued after January 6, 2015. Action Lab Fee is not refundable after September 20, 2014.
0 making inRoads
Registration Info Page
We strongly encourage you to register online at www.nagc.org, but you may also
register by mail to NAGC, 1331 H Street, NW Suite 1001, Washington, DC 20005.
Online
Registration Op
ens
June 2014
If mailing your registration:
• Early Bird Registration must be postmarked by September 20, 2014.
• Advance Registration must be postmarked in the office by October 30.
• All registrations postmarked after October 30, 2014, will be treated as On-site Registrations and will be assessed a $30 on-site
surcharge.
After October 30, register online at www.nagc.org or bring the form with you to Baltimore. If you have questions, call NAGC
at 202/785-4268. All registrants must complete both pages of the two-page registration form.
Registering for Pre-Convention Activities
There is no one-day Convention registration. You may register for the
full convention and/or a pre-convention event on Wednesday and/
or Thursday. All pre-convention activities require an additional fee to
participate. Space is limited and registrations are assigned on a firstcome, first-served basis. Pre-convention activities without sufficient
attendees may be cancelled in advance.
Wednesday, November 12
Differentiation At The Core (see page 8)
Thursday, November 13
You may register for
Effective Program Models (page 9) OR
Action Lab (pages 10-11) OR
Expert Perspectives (pages 12-15).
Full-Time Graduate and Undergraduate Students
In order to register as a graduate or undergraduate student, attendee must
be enrolled in at least 9 credit hours and must provide copy of his/her class
schedule. Student registration forms are available at www.nagc.org.
Methods of Payment
Full payment or a purchase order must accompany each registration.
NAGC accepts the following forms of payment: Checks (made payable
to National Association for Gifted Children); Credit Cards: Visa,
MasterCard, Discover, American Express (Please include expiration date,
CID and signature): or Purchase Orders (you must include the original
PO with your registration; a PO number alone is not sufficient).
Who Is NAGC?
The National Association for Gifted
Children is a nonprofit organization
of parents, teachers, educators,
and community leaders who work to expand support for
high-ability learners across the United States.
Cancellation Policy/Changes
Cancellations must be received at NAGC in writing by mail or fax no
later than October 30, 2014, and will be charged a $100 processing
fee. This fee applies to cancellations and changes to your registration.
Action Lab fees are non-refundable after September 20. Refund
checks will be mailed after January 6, 2015.
Want to Bring a Group?
Group registration for the NAGC Convention is available and it’s
easy! Organizations with 10 or more registrants will receive a 10%
discount off the total registration fee. All registration forms and form
of payment (check, credit card, or purchase order) must be submitted
together to receive a group discount. Download a registration form
or register online at www.nagc.org. Group registrations must be
postmarked no later than September 20, 2014.
Tips for Completing your Registration
The NAGC Convention Registration Form
• Membership Number: You must be an NAGC member in good
standing at the time we receive your Convention registration
to receive member pricing. NAGC membership is held by
individuals. There is one registration per membership. Please
indicate your membership number in the space provided.
• If you are not an NAGC member, you will pay the nonmember
rate OR you may choose the New Member + Convention Bundle
and receive a one-year NAGC Individual Membership with your
registration.
• Organization: Indicate the school district or organization you
represent or by whom you are employed.
• Address and email: Please provide a complete mailing address
and an accurate email where NAGC can send registration
confirmation and other notices. Please indicate whether this is a
home or work address.
• Special Considerations: If you require special considerations to
attend the Convention, check the box and explain; you may
attach a letter as necessary.
1331 H Street NW, Suite 1001
Washington, DC 20005
Don’t Miss These Dates
June - Searchable session and itinerary builder online;
Online Convention Registration opens at www.nagc.org;
September 20 - Early Bird registration deadline (save $30)
September 22 - Action Labs registration deadline
October 16 - Guaranteed hotel reservation deadline
October 27 - Advance registration deadline
October 30 - Cancellation deadline
November 13-16 - NAGC 61st Annual Convention
Top 5 Reasons to Converge at the
61st Annual NAGC Convention & Exhibition
1
It’s the place to be if you’re in the field of gifted education —
Don’t miss out on this key annual event.
2
You’ll be able to choose from a broad list of topics — from arts and
curriculum studies, to middle grades and technology.
3
You’ll be revitalized to return to school with new tools and strategies to
create a challenging learning environment in the classroom.
4
You’ll gain abundant resources: bibliographies, sample lesson plans,
products, the latest research, and a network of colleagues who support
what you do.
5
You’ll be using your professional development budget wisely — getting all
you need to succeed in supporting the needs of high-ability learners.