Monday, June 8, 9 a.m.: Access Denied/System Failure: Status and Action Regarding Access, Representation, and Missingness in Texas, Marcia Gentry.
Tuesday, June 9, 9 a.m.: MasterMind Conversation in Gifted Education: Achieving Equitable Identification & Services, Karen E. Rambo-Hernandez, Susan K. Johnsen, and April Wells
Wednesday, June 10, 9 a.m.: Culturally Responsive Strategies and Resources to Retain Culturally and Linguistically Different Students in G/T
Thursday, June 11, 9 a.m.: Supporting Gifted and Talented Undocumented Students in K-12
Monday, June 8, 9:00 a.m.-9:45 a.m.
MasterMind Session: Access Denied/System Failure: Status and Action Regarding Access, Representation, and Missingness in Texas
Marcia Gentry, Ph.D., Purdue University GERI
In this MasterMinds Session, gifted education and equity researcher Marcia Gentry will take participants through the recent System Failure/Access Denied report examining underrepresentation in gifted education by income and race, including specific information on how Texas measures up. Explore findings from analyses of all public schools in the country and in Texas concerning access, representation, and missingness in gifted education through four waves of Office of Civil Rights data from 2000 to 2016. Learn about differences between Title I and Non-Title I schools, among races, and across locales. Consider steps to mitigate underrepresentation and develop effective inclusive programming. Finally, learn how to examine data from your own district or school so you know your baseline and can plan from that point forward.
Get to Know Our MasterMind:
Marcia Gentry is an engaged scholar and has received grants worth several million dollars supporting her work with programming practices and underrepresented populations in gifted education. She actively participates in the field and frequently contributes to the gifted education literature, and regularly serves as a speaker and She spent 11 years as a teacher and administrator in K-12 settings. She enjoys spending time with family and friends, gardening, hanging out in the horse barn, collecting contemporary Navajo weavings, spending time at her a cabin on Lake Superior, and working with her doctoral students. She was the 2014 recipient of the prestigious NAGC Distinguished Scholar Award—and at this same meeting one of her graduates received the Early Scholar Award and one of her doctoral students received the Doctoral Student Award!
Learn More About the System Failure/Access Denied Report:
Tuesday, June 9, 9:00 a.m.-9:45 a.m.
MasterMind Conversation in Gifted Education: Achieving Equitable Identification & Services
Karen E. Rambo-Hernandez, Ph.D., Texas A&M University
Susan K. Johnsen, Ph.D., Baylor University
April Wells, Illinois District U-46
Moderated by: Celeste Sodergren, Manor ISD
Despite many conversations about the importance of equitably identifying and serving all gifted students, equity continues to be an obstacle for many gifted education programs. How can districts cast a broader net to find gifted students and ensure they are serving them appropriately? What research-based and best practice strategies should you be implementing to broaden your identification processes? This special MasterMinds conversation brings together three experts on identification and equity, Karen E. Rambo-Hernandez, Ph.D., Susan K. Johnsen, Ph.D., and April Wells, in an open, honest discussion about the struggles of overcoming issues related to equity and identification and practices you need to adopt to improve your identification practices.
Get to Know Our MasterMinds:
Karen E. Rambo-Hernandez, Ph.D. is an associate professor at Texas A&M University in the College of EducationandHumanDevelopment in the Department of Teaching, Learning, and Culture. Before pursuing her graduate work at the University of Connecticut, she was a classroom teacher in Texas for 10 years. Her research interests include novel applications of multilevel modeling and growth modeling, the assessment of educational interventions to improve STEM education, and access for all students—particularly high achieving and underrepresented students—to high quality education. Her work has been supported by the National Science Foundation and the Department of Education.
Susan K. Johnsen, Ph.D., is professor emerita of the Department of Educational Psychology at Baylor University. She is editor-in-chief of Gifted Child Today and has written more than 300 articles, monographs, technical reports, chapters, and other books related to gifted education. She has written three tests used in identifying gifted students. She is past president of TAGT and CEC-TAG. She has received national and state awards for her work in the field of education.
April Wells is the Gifted Coordinator in Illinois School District U-46, where she facilitated the redesign of the District’s gifted program in 2012-2013. April serves on the Board of Directors for the Illinois Association for Gifted Children. Her interests focus on equity pedagogy, underrepresented learners, developing gifted continuum of services and providing instructional supports that allow students to maximize their pursuits. She received one of the 2018 Gifted Coordinator Awards from the National Association for Gifted Children. Her first book, Achieving Equity inGifted Programming: Dismantling Barriers and Tapping Potential was recently published.
Wednesday, June 10, 9:00 a.m.-9:45 a.m.
Culturally Responsive Strategies and Resources to Retain Culturally and Linguistically Different Students in G/T
Donna Y. Ford, Ph.D., Ohio State University
This keynote the second essential part of addressing underrepresentation – the retention of students of color in gifted and talented education. National data are shared, along with equity-based goals. Fundamental theories and models are presented as resources for educators to be more culturally responsive with Black and Hispanic students. This is shared with the objective of retaining such students in gifted and talented programs.
Get to Know Our MasterMind:
Donna Y. Ford is an expert on gifted education and urban education. She returned to The Ohio State University in August 2019 as a Distinguished Professor in the College of Education and Human Ecology. She is also a Faculty Affiliate with the Kirwan Institute. Dr. Ford conducts research primarily in gifted education and culturally responsive/multicultural/urban education. She consults with school districts, and educational and legal organizations on such topics as gifted education under-representation and Advanced Placement, multicultural/urban education and counseling, and closing the achievement gap.
Supporting Gifted and Talented Undocumented Students in K-12
Viridiana Carrizales, ImmSchools
Through a virtually interactive session, educators will deepen their understanding of policies, opportunities and experiences of K-12 undocumented students who are gifted and talented. Educators will be equipped with strategies and best practices in order to address the holistic needs of our undocumented students. This session is aimed to increase the capacity of educators while supporting their efforts in fostering an inclusive and safe school culture for undocumented and immigrant students.
Get to Know Our MasterMind:
Viridiana Carrizales was born in Michoacán, Mexico and immigrated with her family to the United States when she was 11 years old. In 2017, Viridiana co-founded ImmSchools, an organization that partners with K-12 educators to support undocumented students and families. Her passion for education equity comes from personal experience growing up as an undocumented student in Texas. Viridiana holds bachelor degrees in Spanish Literature and Communications from the University of Texas at Austin.