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Identify. Serve. Empower. Every Gifted Learner.

Gifted+ is a virtual series designed specifically for educators committed to identifying and serving underserved gifted populations. This a curated learning experience focused on practical systems change, instructional rigor, and talent development. Each session is delivered live by nationally recognized experts and recorded for anytime, anywhere access inside an easy to use learning platform complete with additional tools, resources, and implementation supports. Join live to engage with speakers, or learn on your schedule.

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Why Gifted+?

Convenient & Flexible: Attend live or watch on demand. Revisit sessions, download tools, and access resources whenever you need them.

Actionable Learning: Walk away with frameworks, toolkits, and ready-to-use strategies, not just theory.

Relevant Topics: Focused exclusively on underserved gifted populations including multilingual learners, twice-exceptional students, students with autism, and students from economically disadvantaged environments.

Systems + Classroom Solutions: From district-level identification reform to practical classroom strategies, Gifted+ bridges research and real-world application.

Unmatched Expertise: Learn from leading scholars and practitioners in gifted education, talent development, and educational psychology.

Participants receive access to live/recorded sessions plus asynchronous course resources for 6 months from registration date.


Pricing:

Group Registration:
Packages start at $499 for up to 5 attendees. Have a larger group to register? See registration form for additional package options; the larger the group, the larger the discount! Email tagt@txgifted.org with any questions.

Individual Registration:
Member/Non-member $249/$299
Individual Sessions $65 each


2026 Series Session Overview:

  • Optimizing Gifted Identification Systems Using the CASA Framework
  • Serving Gifted Multilingual Learners with Depth & Complexity
  • Unlocking the Hidden 2e Student with Autism
  • Promising Practices for Economically Disadvantaged Gifted Learners
  • Using AI to Build Capacity in Neurodiverse Classrooms

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Session 1: Optimizing Gifted Identification Systems: Balancing Cost, Alignment, Sensitivity, and Access

Speakers: Scott J. Peters, Ph.D, Matt Makel, Ph.D., Tamra Stambaugh, Ph.D., Lindsay Ellis Lee, Ph.D.

April 1, 2026, 1:00 pm CST

How well is your district’s gifted identification system working? This session introduces the CASA Criteria, a framework for evaluating identification systems across four interconnected criteria: Cost, Alignment, Sensitivity, and Access. Participants will analyze how identification decisions influence who is identified, how well identification matches services, and how resources are allocated. Through case studies and applied tools, attendees will explore how small structural changes can improve sensitivity, expand access, and strengthen alignment, often without increasing cost.

Scott J. Peters, Ph.D., is the Director of Research Consulting Partnerships at NWEA. His research work focuses on educational assessment, research design, gifted and talented student identification, equity within advanced educational programs and services, and educational policy.

 

Matt Makel, Ph.D., is Professor and Research Chair in High Abilities Studies in the Werklund School of Education at the University of Calgary. His research focuses on academic talent development and open science research methods. In talent development, he investigates the equitable allocation of gifted identification and services as well as how schools can better meet student learning needs.

 

Tamra Stambaugh, Ph.D. is the Margo Long Endowed Chair and Associate Professor in Gifted Education at Whitworth University. Stambaugh’s research interests include students living in rural settings, students of poverty, and curriculum and instructional interventions that promote gifted student learning.

 

Lindsay Ellis Lee, Ph.D., is an educational psychologist, educator, scholar, and consultant. She specializes in gifted education, creativity, PK-20 education, and data science. Her work connects research and practice to build inclusive, data-informed systems that support the growth of advanced learners across intellectual, creative, and social-emotional domains.

Speakers: Marcy Voss

April 16, 2026, 3:00 pm CST

Discover how to increase the rigor of instruction and provide gifted multilingual students with the opportunity to exhibit in-depth, complex thinking while also increasing achievement and proficiency in English. Activities that couple Depth and Complexity with sheltered instruction to meet both language and learning needs of gifted MLs will be shared.

Meet Marcy Voss
Marcy currently serves as an educational consultant, Facilitator for the TAGT Emerging Leaders Program, Chair of the National Association for Bilingual Education GT/Bilingual SIG, and Advisory Board member for NCRGE Project EAGLE. Marcy created the Academic Language Cards, Q3 Cards, and TALK Cards. She is co-author of Implementing Evidence-Based Practices in Gifted Education and the Diverse Learner Flip Book, and author of Teaching Gifted Multilingual Learners with Depth and Complexity.

Speaker: Julie Delgado, Ph.D.

April 27, 2026, 3:00 pm CST

Participants will explore the “how” and “why” 2eASD (Autism Spectrum Disorder) students are often misunderstood learners. We will dive into the “hidden curriculum” and common barriers of unstated social and academic expectations in the classroom that can be stumbling blocks for 2eASD learners. Using practical frameworks and a toolkit of strategies and scaffolds that can be implemented tomorrow to make the classroom more inclusive and allow students’ brilliance to shine. Participants will understand potential characteristics and asynchrony of the 2eASD profile, analyze the “Hidden Curriculum” within their own classroom routines to replace unstated expectations with direct, clear, and cognitive (DCC) communication, and design interest-based hooks to increase engagement and reduce task-avoidance.

Julie H. Delgado, Ph. D., is an Assistant Professor of Education at Carroll University. She completed her doctoral studies at the University of Connecticut in Educational Psychology dual majoring in Special Education and Giftedness, Creativity, and Talent Development. Her research interests include professional learning and underserved populations, emphasizing in students who are twice- and multi-exceptional.

Speaker: Eric Calvert, Ph.D.

May 7, 2026, 3:00 pm CST

Students from economically disadvantaged backgrounds are severely underrepresented among  gifted populations and other advanced learning opportunities. While reforms to identification processes, use of local norms, and thoughtful test selection are helpful, “opportunity gaps” still hold low-income students back even where identification best practices are in place. The use of talent developing “front-loaded” interventions, educational opportunities that provide “gifted education like” strength-based learning experiences to economically disadvantaged students prior to formal gifted identification, have shown promise in narrowing academic achievement gaps and cultivating cognitive skills that can lead to increased identification of low-income learners. This session explores the theory and research behind front-loaded interventions and highlights elements of front-loaded approaches that have led to accelerated growth and increased gifted identification among low-income students. 

Eric Calvert, Ed.D., is an education consultant and Associate Director of the Center for Talent Development at Northwestern University. Previously he served as state director for gifted education and global education initiatives at the Ohio Department of Education and as Director of Youth Programs at Purdue University’s Gifted Education Resource Institute. His research interests include educational policy, developing operationalized models for school-based talent development, and the role of technology in learning, teaching, and cognition.

Speaker: Tim Green, Ph.D.

Part 1: Online course access available April 1
Part 2: Live session May 14 at 3:00 pm CST

Differentiating among all of the levels of needs in your classroom is a tough challenge; differentiating among your gifted learners is another thing entirely. You know that all gifted learners aren’t the same, even though they can be viewed that way when considering the resources you need. Have you ever wished you had a clone to help with everything your classroom demands? The evolution of technology as a time saving resource is something to lean into, not away from, to build capacity in yourself to meet those varied needs of your students. In this session, you’ll learn how to build a custom AI assistant using tools like ChatGPT, Gemini, and others. We’ll talk about how prompt design helps focus the AI assistant’s responses and how to guide it toward meaningful use the classroom. We’ll explore how AI assistants can help us plan as we support the wide range of learners in our classrooms who have various exceptionalities. We’ll look at ways, for example, how an AI assistant could support differentiation, provide additional depth and complexity, and help students as a brainstorm partner for learning. No tech background required. Just come prepared with a real classroom challenge and a bit of curiosity. You’ll leave with an understanding of the process and a starting point for creating an AI assistant of your own.

Tim Green, Ph.D., is a former K–12 teacher who has been a professor of educational technology and teacher education at California State University, Fullerton since 1999. He co-directs CSUF’s online Master’s program in Educational Technology and has worked with schools and districts across the country on meaningful technology integration, instructional design, and innovation adoption. He’s the author of several books and articles on educational technology, online learning, instructional design, and educational change. His recent work focuses on helping educators make research-informed, practical use of emerging tools—including AI—without losing sight of what actually works in the classroom.