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University of Connecticut
NFRATUTE
www.confratute.uconn.edu
Talent
Development
ess
Giftedn
Cre
Schoolwide Enrichment Model
ativ
SEM
ity
July 10-15, 2016
Our 39th Year!
Neag Center for Creativity, Gifted Education,
and Talent Development
Institute Directors: Joseph S. Renzulli & Sally M. Reis
Program Administrator: Jo Ann M. Easton
On-site Coordinators: Christina Amspaugh & Laurel Brandon
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WELCOME
TO
CONFRATUTE
2016
Name__________________________________________
Home Address___________________________________ _______________________________________________
Cell Phone_______________________________________
Email___________________________________________
_______________________________________________
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Table of Contents
Page
ConfraMap (Session Schedule).................................................................................................................................. 2
Confratute Academic Schedule
Daily Schedule, Featured Speakers, and Evening Forums............................................................... 3
SEM Leaders Forum Recommended Strands........................................................................................ 16
Strand A Schedule (Tuesday - Friday, 10:00 AM - 12:00 PM)........................................................ 17
Strand B Schedule (Monday - Thursday, 1:30 PM - 3:00 PM)........................................................ 23
Strand C Schedule (Monday - Thursday, 3:30 PM - 5:00 PM)........................................................ 31
Special Topics Sessions (Monday - Thursday, 3:30 PM - 5:00 PM)............................................. 35
Hours of Operation, General Information, and Additional Events
Command Central & Dining Hours............................................................................................................ 46
Publisher's Display, Prufrock Press, and Zoid & Co. Math Supplies Hours.............................. 47
UConn Bookstore Events................................................................................................................................ 48
Variety Show and ConfraChorus................................................................................................................. 49
Confratute for Credit or CEUs, Contact Hours...................................................................................... 50
Graduate Courses in Gifted and Talented Education Information Meeting............................. 51
Banking and Health Services Information.............................................................................................. 52
Staying Connected at Confratute (Phone, Fax, Mail, and Email Access).................................... 53
Top 20 Staff “Picks” (Recommended Texts)........................................................................................... 54
Fitness Options................................................................................................................................................... 55
Wireless Internet Access................................................................................................................................ 56
Confratute Mobile App.................................................................................................................................... 57
Biographies......................................................................................................................................................................... 59
ConfraGlossary (Guide to Confratute Vocabulary)...................................................................................... 72
Index of Presenters........................................................................................................................................................ 73
Campus Map App............................................................................................................................................................ 74
ConfraKey to Campus Locations............................................................................................................................. 75
Confratute 2016 Flyer................................................................................................................................................... 76
Certificate of Participation........................................................................................................................................ 77
U.S. National Anthem and Acknowledgements................................................................inside back cover
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SUNDAY, JULY
7:30 PM
University of10,
Connecticut
NFRATUTE
Orientation
&
Keynote
- Rachel McAnallen
www.confratute.uconn.edu
CONFRATUTE July 10-15, 2016
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MONDAY 7/11
TUESDAY 7/12
WEDNESDAY 7/13
THURSDAY 7/14
FRIDAY 7/15
KEYNOTES: 8:30 - 9:30 Tuesday - Friday
Brian & Angela Housand
Aaron Becker
Del Siegle
Gara Field
WELCOME &
STRAND BLOCK A: 10:00 - 12:00 Tuesday - Friday
ORIENTATION
1. Schoolwide Enrichment Model (SEM)—Renzulli & Reis (VDM) 
9:00 AM
[SEM Breakout Strands - Wed., Thurs., & Fri.]
(VDM)
1A.
Elementary (Gr. K-5)—Brandon (BUSN 112); Brown (BUSN 202) ; Sullivan (BUSN 203)
1B. Middle School/High School (Gr. 5-12)—Brigandi (BUSN 215)
1C. Coordinators (Gr. K-12)—Lyons (BUSN 218) 
1D. Principals (Gr. K-12)—Femc-Bagwell & Field (ROWE 122) 
OPENING
1E. Twice Exceptional (Gr. K-12)—Baum (BUSN 122)
KEYNOTE
1F. Library/Media Specialists (Gr. K-12)—Thom (BUSN 204) 
Renzulli & Reis
2. Creativity: Promoting Non-Standard Thinking in a Standards-Based World (Gr. K-12)—Courtright (LH 111)
10:30 AM 3. Challenging Elementary Readers with the SEM-R (Gr. 2-7)—Eckert (ROWE 320)
12:00 PM
4. Advanced Enrichment Clusters: A Practical Plan for Real-World, Student-Driven Learning (Gr. K-12)—Gentry (WSRH 112)
(VDM)
5. Advanced Curriculum Development Including the Depth and Complexity Model (Gr. K-12)—Kaplan (WSRH 113)
6. The Multiple Menu Model: Developing Authentic Ways to Explore a Discipline (Gr. K-12)—Leppien (JRB 204) 
7. Creative Mathematics within the Core Curriculum (Gr. K-12)—McAnallen (BUSN 106)
8. Creating Challenge for Talented Readers, Writers, and Thinkers (Gr. K-8)—Richards (BUSN 127)
9. How to Organize and Coach Students for Outstanding Type IIIs (Gr. 3-12)—Waicunas (BUSN 211) 
10. National History Day Nuts and Bolts—What You Need to Succeed (Gr. 6-12)—Zawodniak (LH 307)
STRAND BLOCK B: 1:30 - 3:00 Monday - Thursday
11. The Talent Centered Model: Understanding and Responding to the Needs of Twice Exceptional Learners (Gr. K-12)—Baum (BUSN 122) Confratute Ends
12. Hands-on Enrichment in Science (Gr. 3-8)—Bothmer (GENT 319)
Friday, July 15
13. Strategies for Teaching Creativity in the Secondary Classroom (Gr. 6-12)—Brigandi (BUSN 215)
at
14. Socratic Seminar: Concepts, Essential Questions and Inquiry to Enhance Understanding (Gr. K-12)—Courtright (LH 111)
12:00
noon
15. A Strategy to Increase Racial, Ethnic Minority Students Participation in Gifted Programs (Gr. K-12)—Dickson (OAK 106) 
Room Key & Map
16. Teaching Students to Conduct Historical Research: Emphasizing the Higher Order Skills of Common Core (Gr. K-12)—Dobyns (ROWE 320)
Guide
17. Leading an SEM School (Gr. K-6)—Field (ROWE 122) 
2
18. Project M : Mentoring Young Mathematicians (Gr. K-2)—Firmender (GENT201)
19. Mentoring Mathematical Minds (M3): Teaching Math to Talented Elementary Students (Gr. 3-6)—Gavin (GENT 144) ARTB = Fine Arts
20. Enrichment Clusters: A Practical Plan for Real-World, Student-Driven Learning (Gr. K-12)—Gentry (WSRH 112)
BUSN = School of
21. Differentiating Curriculum and Instruction in a Student-Oriented Elementary Classroom (Gr. K-5)—Gilson (OAK 108)
Business
22. Implementing Curriculum Compacting in the Classroom (Gr. K-6)—Goldbeck (WSRH 113)
23. Effective Program Design and Implementation Strategies and Practices in Gifted Education (Gr. K-8)—Gubbins (OAK 109) GENT = Gentry Bldg.
24. Social and Emotional Development of Talented Students (Gr. K-12)—Hébert (BUSN 112)
25. Storytelling, Mime, and Movement: Making Learning Creative and Kinesthetic (Gr. K-7)—Herman (MUSB 108)
JRB = J. Ray Ryan
26. Using the Schoolwide Enrichment Model with Technology (Gr. 3-12)—Housand & Housand (OAK 112) 
Bldg.
27. Integrating Arts and Creative Engagement Across the Core to Develop Talents in Young Artists (Gr. 6-12)—Lacina (ARTB 107) 
28. A Teacher’s Thinking Toolkit: Enhancing the Teaching of Thinking in Students (Gr. K-12)—Leppien (JRB 204) 
LH = Laurel Hall
29. Personalizing GT Programming for PURPOSE! (Gr. K-12)—Lyons (BUSN 218) 
OAK = Oak Hall
30. Differentiating the Curriculum Through the Performing Arts (Gr. K-12)—Oreck (MUSB 102)
31. Books as Hooks for Creating Lifelong Learners (Gr. 2-8)—Richards (BUSN 127)
MUSB = Music Bldg.
32. Addressing Underachievement and Motivation in Your Students (Gr. K-12)—Siegle (GENT 131)
33. CSI: Forensic Science in the Classroom (Gr. K-12)—Simms, McGann, & Burch (BUSN 203)
34. Talent Development Opportunities in the Library Media Center: Makers’ Space and Beyond (Gr. K-12)—Thom (BUSN 204)  ROWE = Rowe Center
35. Using the Multiple Menu Model to Rekindle Passion for Content and Inspire Student Inquiry (Gr. K-12)—Zawodniak (LH 307) for Undergraduate
STRAND BLOCK C & Special Topic Sessions: 3:30 - 5:00 Monday - Thursday
Education
VDM = Von Der
36. Silk Screen Printing (Gr. 3-12)—Bensen & Forshag (ARTB 111)
Mehden Recital Hall
37. Hands-on Enrichment in Science (Gr. 3-8)—Bothmer (GENT 319)
38. Helping Students to BE the Change: Facilitating Type III Projects (Gr. K-5)—Brown (BUSN 202) 
WSRH = Wilson
39. Challenging Middle School Readers with the SEM-R (Gr. 6-9)—Eckert (ROWE 320)
Residence Hall
40. Budding Professionals: Developing STEM Talent with Young Students (Gr. K-5)—Firmender (GENT 144)
41. Social and Emotional Development of Talented Students (Gr. K-12)—Hébert (BUSN 112)
42. Mission Possible: Helping Students Prepare for the Future Using the Enrichment Triad Model (Gr. 3-12)—Housand, A. (OAK 111)   = SEM Leaders
43. Plugging into Creative Outlets (Gr. K-12)—Housand, B. (OAK 112) 
Forum strand.
44. Geometry Beyond the Textbook (Gr. K-12)—McAnallen (BUSN 106)
 = Laptop
45. Differentiating the Curriculum Through the Performing Arts (Gr. K-12)—Oreck (MUSB 102)
computers, tablets,
46. iPads: Intuitive Technology for 21st-Century Students (Gr. K-12)—Siegle & Amspaugh (LH 202) 
and/or iPads are
47. CSI: Forensic Science in the Classroom (Gr. K-12)—Simms, McGann,
- 2 - & Burch (BUSN 203)
Evening Forums & Mini-Keynotes: 7:30 - 8:30 Monday - Wednesday
Variety Show: 8:30 Thursday
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DAILY SCHEDULE
Sunday - Friday
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SUNDAY, JULY 10
ARRIVAL DAY
DAILY SCHEDULE AT A GLANCE
Registration & Check-In
3:00 PM - 7:00 PM...................................... Rome Commons
• Pick up Conference Materials
• Pick up Parking Permits
• Complete Emergency Contact Card
FEATURED SPEAKER
Introduction and Welcome
von der Mehden Recital Hall (VDM)
7:30 PM
Command Central Hours of Operation
3:00 PM - 8:00 PM...................................... Rome Commons
Dinner
4:30 PM - 8:00 PM....................................Rome Dining Hall
Strand Counseling
Strand Counselors will be available to help you choose
strands and classes that meet your professional goals.
5:00 PM - 7:00 PM........................ Rome Commons Lobby
ConfraChorus Rehearsal
5:30 PM - 7:00 PM...................................................MUSB 102
(See page 49)
Welcome to Confratute & Keynote
7:30 PM - 9:00 PM......................................................... (VDM)
Welcome Reception
8:30 PM - 10:00 PM.............................................. Rome Patio
RACHEL MCANALLEN
(Ms. Math)
ZOID & Company
I Won't Mess with Your Comma If You Don't Mess with My
Decimal Point
Rachael Ray finds inspiration in cooking her family and her
dog. Punctuation saves lives. Rachael Ray finds inspiration in
cooking, her family, and her dog. Once the author of a sentence
places the punctuation, the reader respects the author’s wishes
and would never think of changing it. The same is not true
for the decimal point. It is my belief that the majority of math
anxiety is caused by the classroom teacher constantly moving
the decimal around in a number in order to teach procedural
(the how) mathematics instead of conceptual (the why)
mathematics. This keynote humorously points out why the
teaching of mathematics in the United States is at its lowest.
Whether you love or hate math, just come prepared to laugh.
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MONDAY, JULY 11
GREETINGS & ORIENTATION
von der Mehden Recital Hall (VDM)
9:00 AM - 12:00 PM
DAILY SCHEDULE AT A GLANCE
Registration & Check-in
7:00 AM - 8:30 AM...........................Rome Commons Lobby
Daily Fitness Options..................................(See page 55)
Breakfast
7:00 AM - 9:30 AM.......................................Rome Dining Hall
Command Central Hours of Operation
7:30 AM - 6:30 PM......................................................Rome Hall
Greetings & Orientation
Sally and Joe will welcome everyone and provide orientation
to the many facets of Confratute.
OPENING KEYNOTE
10:30 AM
Greetings & Orientation
9:00 AM - 10:00 AM..............................................................VDM
Morning Break
10:00-10:30 AM......................................................................VDM
Opening Keynote
10:30 AM - 12:00 PM............................................................VDM
Strand Counseling
12:00 PM ...................................................................................VDM
Lunch
11:30 AM - 2:15 PM....................................Rome Dining Hall
Roundtable Discussion: Flexible Middle School Type
III Projects (Wayne Trembly)
12:15 PM - 1:00 PM.....................................Rome Dining Hall
Strand B
1:30 PM - 3:00 PM...............................................(See page 23)
Strand C
3:30 PM - 5:00 PM...............................................(See page 31)
Special Topic Sessions
3:30 PM - 5:00 PM...............................................(See page 35)
Variety Show Rehearsal
3:45 PM - 5:00 PM.................................................................VDM
(See page 49)
UConn Bookstore Reception
4:00 - 6:00 PM..................................... COOP Bkstr Storrs Ctr
(See page 48)
Dinner
4:15 PM - 7:15 PM.......................................Rome Dining Hall
Evening Forums
7:30 PM - 8:30 PM................................................. (See page 6)
ConfraChorus Rehearsal
7:00 PM - 8:30 PM..................................................... MUSB 102
(See page 49)
Social Event - Neon Night!
8:30 PM ....................................................................... Rome Patio
JOSEPH RENZULLI & SALLY REIS
University of Connecticut
Reflections and Introduction to SEM and the Confratute
Experience
Joe will begin with a few reflections on some of the origins of
the SEM, followed by considerations about what thoughtful
educators experience when attempting to create schools
for talent development and enriching learning situations.
What could schools be like if students came each day with
the same positive attitude they have when they work on
their yearbook, prepare for a choir recital, enter a robotics
competition, or play their rivals in basketball? What is the
magnetism surrounding these experiences that produces
a creative and investigative mindset that is so different
from regular schooling? And how can we create some of
this positive energy and task commitment as we go about
educating young people in the regular curriculum? In this
opening keynote, Joe and Sally set the stage for the reasons
the SEM is the foundation of Confratute.
Corks & Canvases - 7:30-8:30 PM
Feeling artistic? Get your Van Gogh on at our Rome Patio
paint party. Pop a cork, and enjoy some wine while you create
a masterpiece! We will provide the paint, brushes, a canvas,
instructions, and inspiration! First come, first served.
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MONDAY, JULY 11 - MINI-KEYNOTE
7:30 - 8:30 PM
Redefining the Meaning of A Challenge
Sandra Kaplan
The meaning of the concept of "challenge" has changed over the years. With the new meaning comes a
new orientation to the meaning of "differentiated" curriculum. This session will examine the relationships
between the new definition of challenge and its implications for differentiating the curriculum for gifted
students. —WSRH 113
EVENING FORUMS — 7:30 - 8:30 PM
ARTS/CREATIVITY
Kinetic Energy in Visual Arts: Exploring the Art-Sound-Movement Energy Connection Gail Herman
Visual art evokes energy—an inner dynamism aestheticians called “empathic” and “motor responses.” In small
groups we will use percussion instruments and our bodies to transform energy in paintings into sounds and
movement. These creative improvisational strategies can be used to develop in-depth viewing, concepts, and
cultural/contextual meanings in subject areas, as well as to enhance enjoyment of the artworks. Participants will
explore and learn movement and sound vocabularies as they relate to visual arts. —MUSC 108
KEY TOPICS FOR CLASSROOM TEACHERS
Doodles and Writing Books for Youth: A Conversation with Karen Romano Young
Susannah Richards
Author and illustrator Karen Romano Young (http://www.karenromanoyoung.com) talks about writing and
illustrating fiction, nonfiction, and historical fiction, including her recent books Sybil Ludington: Revolutionary
War Rider (Based on a True Story), Space Junk, her very loved MG novel Doodlebug: A Novel in Doodles (2010)
and the forthcoming Hundred Percent (2016). This session will include a lively and informative interview led by
Susannah Richards to talk about her books, writing process, and sneak peeks into her future work. Come early
for the reception and book signing at 4:00-6:00 PM. Stay later for the Q&A after the forum. —UConn Bookstore
(Storrs Downtown)
Implementing Renzulli's Type I Enrichment in Early Childhood Settings
Adile Gulsah Saranli
One of the most effective methods of supporting the education of gifted children in early childhood is differentiation
through enrichment. By applying enrichment methods in early childhood settings through materials/activities,
educational processes and products, necessary and critical support for the healthy development of gifted children can
be provided through early intervention. Several studies suggest that enrichment activities for gifted children should
start without any delay, preferably during the early childhood period. This presentation describes our experience
using Renzulli's Type I enrichment method to differentiate early childhood science activities, and an assessment of
the effectiveness of this intervention as observed by their teachers. —BUSN 202
Unintentional Racism in Math Class
Ruth Sullo
Math is generally considered the key subject that determines one's freedom of career choice. Unfortunately, math
teachers can unknowingly send racist messages that discourage children of color from math-related careers. The
good news is that this can be easily corrected, helping to reduce underachievement and remedy the overwhelming
racial imbalance in advanced math classes. Math teacher or not, come and join this important conversation. Get
inspirational insights and learn immediately applicable techniques for fostering equity. Let's open up the future for
our gifted students of color. —BUSN 203
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KEY TOPICS FOR LEADERS’ FORUM
I Want You to Want Me: How To Proactively Engage Parents in Your Classroom and School Community Michele Femc-Bagwell & Mallory Bagwell
Throw out the brownies, wrapping paper, and candles and get creative in how you involve parents in your school
by joining us for a hands-on web app experience! The ASPIRE Survey is an electronic tool designed to increase
parent and community engagement in schools by conducting an inventory of six factors: Assets, Skills, Professions,
Interests, Relationships, and the Environment (ASPIRE), and utilizing them within a context that connects their
value to the school’s educational programs and activities. The identified “human capital data” collected through the
ASPIRE Survey provides a searchable databank of resources and information for supporting teachers, leaders and
parent organizations in connecting parents and community members to enrichment activities, students’ authentic
product development, mentorships, differentiated learning experiences, and “fun”draisers. —ROWE 122
TECHNOLOGY
The Having of Wonderful Ideas: Inspiring Student Research
Jann Leppien & Thomas Hébert
Do you want to assist students in conducting independent research and need tools and strategies to ensure your
success? If so, this session is for you! This session will focus on strategies for embedding research into the curriculum,
teaching advanced research methodologies and tools to your young researchers, and how to access websites and
apps that support student research. —BUSN 127
SPECIAL EXTENDED EVENING FORUM
7:30 - 9:00 PM
(Note extended time to view film)
2e: Twice Exceptional | A new documentary film by Thomas Ropelewski
From the director of CHILD OF GIANTS: My Journey with Maynard Dixon and Dorothea Lange, 2e: Twice Exceptional
follows the personal journeys of a unique group of high school students in Los Angeles who have been identified as
“twice exceptional” – gifted or highly gifted individuals with learning disabilities or differences. They are geniuses,
mavericks and dreamers – Malcolm Gladwell’s budding “outliers.” The film features illuminating and thoughtprovoking interviews with students, parents, teachers, psychologists and therapists (www.2emovie.com). Q&A
after the film with Dr. Susan Baum. —BUSN 215
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TUESDAY, JULY 12
DAILY SCHEDULE AT A GLANCE
Daily Fitness Options...................................(See page 55)
Breakfast
7:00 AM - 9:15 AM........................................Rome Dining Hall
FEATURED SPEAKER
von der Mehden Recital Hall (VDM)
8:30 AM
Command Central Hours of Operation
7:30 AM - 6:30 PM...................................................... Rome Hall
Keynote
8:30 AM - 9:30 AM..................................................................VDM
Morning Break
9:45 AM....................................................................... ROWE, VDM
Strand A
10:00 AM - 12:00 PM...........................................(See page 17)
Lunch
11:30 AM - 2:15 PM.......................................... Rome Dining Hall
Roundtable Discussion: Fitting Outcasts Into Groups
for Small Group Projects at the Middle School Level
(Wayne Trembly)
12:15 PM - 1:00 PM......................................Rome Dining Hall
Strand B
1:30 PM - 3:00 PM................................................(See page 23)
Strand C
3:30 PM - 5:00 PM................................................(See page 31)
Special Topic Sessions
3:30 PM - 5:00 PM................................................(See page 35)
Variety Show Rehearsal
3:45 PM - 6:00 PM..................................................................VDM
(See page 49)
Dinner
4:15 PM - 7:15 PM........................................Rome Dining Hall
Evening Forums
7:30 PM - 8:30 PM.................................................. (See page 9)
ConfraChorus Rehearsal
7:00 PM - 8:30 PM...................................................... MUSB 102
(See page 49)
AARON BECKER
Storybreathing.com
The Art of Storybreathing: Creativity, Imagination, and
Story
2014 Caldecott Honor-winning illustrator Aaron Becker
was raised in Baltimore where he dreamed about space and
drew. As an adult, it did not occur to him to make a living
at art. However, he grew up to be a web designer, study
at art school in Pasadena, work on the film adaptation of
The Polar Express (where he learned the fundamentals of
storytelling), and have his first book, Journey, receive rave
reviews, earn a New York Times Best Illustrated Children's
Book of 2013 and a 2014 Caldecott Honor. His second book
Quest received starred reviews from Publishers Weekly,
Kirkus, and BookList. Later this summer the wordless trilogy
will be completed with the publication of Return. Visit world
of him at www.storybreathing.com where you will delight in
the world that he creates.
Carnivale Night Featuring Mysterious “Wapatooli”
From the Bayou
8:30 PM......................................................................... Rome Patio
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TUESDAY, JULY 12 - MINI-KEYNOTE
7:30 - 8:30 PM
Developing Minds: Strategies and Tools for Scaffolding Student Thinking
Jann Leppien
How do we create and develop intellectual thinking in our students? How do we develop students' thinking
dispositions, while at the same time deepening their understanding of the topics they study? This session
will focus on the varied practices, strategies, and routines that can be used to deepen understanding and
foster a desire for students to make their thinking visible in the classroom culture. If you have an iPad or
laptop please bring it with you to this session. —LH 101
Identification and Programming Equity: Why Should We Care, What Can We Do About It?
Marcia Gentry
Gifted students exist across all cultural groups, in all areas of human endeavor, and within all socioeconomic
groups, yet our field is rife with underrepresentation in gifted programs of students who live in poverty, who come
from culturally different families, and who speak English as their second language. Add to this the new research
on excellence gaps and the situation becomes more dire. This session will explore barriers and suggest steps to
take to address this issue, which should not be tolerated within any district or by any educator. Identification,
programming, recruitment, and retention will be addressed. —BUSN 106
EVENING FORUMS — 7:30 - 8:30 PM
ARTS/CREATIVITY
Developing Creative Kids: It's Easy, Fun, and Critical
Susan Baum
To assure that our students today have the skills they need for tomorrow, we need to make creative thinking a nonnegotiable component of our curriculum. Learn how to set the stage in your classroom to bring out the creative
juices in your students. We will explore fun and exciting strategies for infusing creativity into all content areas. Try
your hand at brainstorming — all types. SCAMPER your way to creative solutions. Think about play and the role
of discovery in math and science. Experience the use of attribute listing and morphological matrices to promote
innovation in your classroom. Bring plenty of energy and be prepared to be fluent, flexible, original, and elaborate. —BUSN 122
KEY TOPICS FOR CLASSROOM TEACHERS
Guiding Gifts for Good: Building Social Capital Among Talented Youth in an Age of Digital Activism
Christina Amspaugh
Gifted students possess great potential for creative productivity, but what about using their gifts for the common good?
In today's social, political, and technological contexts, tools like Instagram, Facebook, and Twitter have redefined civic
participation, providing unprecedented access and opportunity for active engagement. In this session, we will explore
how these tools can be used to develop social capital in gifted students by supporting optimism, courage, romance
with a discipline, sensitivity to human concerns, physical/mental energy, and vision/sense of destiny. —BUSN 112
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The Art of Practicing Politics
Sandra Kaplan
Students have an informal understanding of politics that manifests itself in a variety of ways: selecting teammates,
finding a seat at lunch, and voting for candidates in a council election. In an age of 21st Century literacy and
globalization, the formal teaching of politics can be used to help students become critical producers and consumers
of content. This session will demonstrate a series of instructional techniques that integrates the use of political
strategies in problem solving, current events, science, and literature. Participants will experience a lesson
simulation that teaches students the "art of political argumentation" in today's comprehensive political context.
—WSRH 113
"Sounds Familiar, Right?": Case Studies of the Affective Lives of Gifted Students
Alyssa Schwager
In this session, participants will explore and reflect upon case studies to learn about affective characteristics of
gifted students, as well as ways to help gifted students understand and adjust to their affective needs. Participants
will also access books, films, and activities to find strategies that work for them. This session will also include
reflection and personal application. —BUSN 202
KEY TOPICS FOR LEADERS FORUM
Blended Learning and SEM Gara Field & Pleasant View Faculty
Do you want to know how one high-poverty, urban elementary school in Providence, RI transformed its culture and
increased student achievement? Members of the Pleasant View faculty and Principal Gara Field invite you to come
discuss how integrating technology and implementing the Schoolwide Enrichment Model have been catalysts for
transformation at Pleasant View School. —ROWE 122
TECHNOLOGY
Urban Tech Fashionistas: Engaging Students in Business, Fashion, and STEM!
Rabiah Harris
Are your students anxious to be creative? Are you interested in pairing old skills like sewing with new skills like 3D
printing? Learn about how this X-Block (enrichment cluster) has engaged students in topics of business, fashion,
and STEM to create for themselves and others. Seed money was obtained from Brit+co, and students have since
learned entrepreneurial skills to raise money to keep this X-Block supplied. —BUSN 204
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WEDNESDAY, JULY 13
DAILY SCHEDULE AT A GLANCE
Daily Fitness Options..................................(See page 55)
Breakfast
7:00 AM - 9:15 AM.......................................Rome Dining Hall
FEATURED SPEAKERS
von der Mehden Recital Hall (VDM)
8:30 AM
Command Central Hours of Operation
7:30 AM - 6:30 PM..................................................... Rome Hall
Keynote
8:30 AM - 9:30 AM.................................................................VDM
Morning Break
9:45 AM...................................................................... ROWE, VDM
Strand A
10:00 AM - 12:00 PM..........................................(See page 17)
Lunch
11:30 AM - 2:15 PM....................................Rome Dining Hall
ANGELA HOUSAND
University of North Carolina Wilmington
&
BRIAN HOUSAND
East Carolina University
Roundtable Discussion: Differentiation at the Middle
School Level: A Pain Free Beginning (Wayne Trembly)
12:15 PM - 1:00 PM.....................................Rome Dining Hall
Strand B
1:30 PM - 3:00 PM...............................................(See page 23)
Strand C
3:30 PM - 5:00 PM...............................................(See page 31)
Special Topic Sessions
3:30 PM - 5:00 PM...............................................(See page 35)
Variety Show Rehearsal
3:45 PM - 6:00 PM.................................................................VDM
(see page 49)
Dinner
4:15 PM - 7:15 PM.......................................Rome Dining Hall
Graduate Courses Information Meeting
5:30 PM - 6:15 PM.....................................................WSRH 112
(See page 51)
Evening Forums
7:30 PM - 8:30 PM...............................................(See page 12)
ConfraChorus Rehearsal
7:00 PM - 8:30 PM..................................................... MUSB 102
(see page 49)
Social Event - Team Trivia Night
9:00 PM............................................................Rome Dining Hall
Introducing SEM: Tech - Using the Schoolwide
Enrichment Model with Technology
As we approach the 40th Anniversary of the Enrichment
Triad Model, the time is right to examine how “a guide for
developing defensible programs for the gifted and talented”
benefits from the availability of today’s technology tools
and resources. While digital technologies are changing
and evolving at lightning speeds, effective skills for
learning transcend time. Rather than getting caught up
in the “toolishness” of technology, SEM:Tech focuses on
the processes and skills that support critical thinking and
problem solving, decision-making, and communication.
Join us as we explore how technology can seamlessly merge
with enrichment pedagogy to launch you and your students
toward creative productive giftedness.
Corks & Canvases - 7:30-8:30 PM
Feeling artistic? Get your Van Gogh on at our Rome Patio
paint party. Pop a cork, and enjoy some wine while you create
a masterpiece! We will provide the paint, brushes, a canvas,
instructions, and inspiration! First come, first served.
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WEDNESDAY, JULY 13
EVENING FORUMS — 7:30 - 8:30 PM
ARTS/CREATIVITY
Dance Like a Physicist: Moving from Creative Theory to Creative Practice
Sarah Luria
The purpose of this session is to explore the process and benefits of creativity for gifted students, anchoring that
exploration in creative theory. We will aim to become a community of practitioners who are prepared to teach
creative, critical thinking strategies while encouraging others to do the same. We will discuss risk-taking, modeling,
perspective taking, creative problem solving, divergent and convergent problem solving, deep cultural and domain
exposure, methods of providing feedback and assessment to increase creative motivation, and more. —BUSN 112
KEY TOPICS FOR CLASSROOM TEACHERS
Pick Our Brains About SEM
Nicole Levitan, Marci Shrull, & Johanna Kelley
Are you at the beginning of your Schoolwide Enrichment Model journey? Are you overwhelmed in the sea of
possibilities? Do you wish you could pick someone's brain that has experience in implementing SEM at an elementary
school? Then come to this session for practical advice about all things SEM. We will share stories and struggles
about our journey. But more importantly, we will answer your questions about everything from getting started
with interest surveys, to teacher buy-in, to enrichment clusters. —WSRH 112
The World is Our Classroom: Politics and World Events
Patricia O'Rourke
Is it possible for students to see political and world events, such as the race for U.S. president, the plight of Syrian
refugees, or the historical underpinnings of current day civil wars and acts of terrorism as relevant to their own
lives and future? Yes! And the world needs their voices and ideas! Explore strategies for activating the sparks of
lifelong civic engagement with meaningful content and stimulating activities. Leave with resources and ideas for
immediate use. —BUSN 202
Supporting Higher Level Learning with Comics and Graphic Novels
Maria Selke
Your students are clamoring for comics. They are giddy over graphic novels. You aren’t sure what to do. Aren’t
graphic novels just for struggling readers? In this session, I will discuss many of the benefits advanced students can
gain from reading this format. I’ll share titles for all age ranges and genres. I’ll give you resources on the topic to
help you defend your choice to allow and even encourage students to read graphic novels. —BUSN 203
Breakout EDU - Can Your Class Break the Code?
Cheri Schmitt
Breakout EDU is an innovative way for students to work cooperatively, think critically, and learn by solving engaging
challenges that tap into their natural curiosity and drive to problem solve. Breakouts can be adapted for any age
(Pre-K to adult) and can cover ANY content area. Once you are set up, games are free with more added daily! Come
play a Breakout and see what all the buzz is about. —BUSN 204
KEY TOPICS FOR LEADERS’ FORUM
Raising the Level of Challenge for Secondary Students with the SEM
Cheryl Quatrano, Lawrence Neadel, & Melinda Spataro
What is the best way to raise the level of challenge in a secondary classroom? In this session, we will provide
strategies for teachers to utilize the SEM to create a college level experience for your secondary students. A Global
History teacher will share his knowledge in the creation of this college-level classroom at the high school level where
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students were provided with the opportunity to delve into, not just the content facts, but also the more thoughtprovoking theoretical and abstract concepts that are so important in understanding history. The system that this
teacher and his team developed includes a mentoring program and the SEM which enabled him to differentiate the
work for his students. Academic data, professional development plans, student artifacts, and digital resources will
be shared. Join us for this beneficial workshop where you will see how students rose to meet the challenge with the
help of the SEM! —ROWE 122
TECHNOLOGY FORUM
Robotics in the Elementary Classroom
Liz Malone, Lauren Holcombe, & Ashley Rhodes
Interested in starting a robotics team, but not sure where to begin? Afraid you don’t have what it takes? Come
hear about one elementary school’s journey from dream to reality. See how three teachers with no experience in
robotics started a team and made it to regionals in their rookie year! Participants will leave understanding how
to launch a FIRST Lego League team. More importantly, you will leave confident in your ability to embark on your
own robotics journey. —BUSN 127
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THURSDAY, JULY 14
DAILY SCHEDULE AT A GLANCE
Daily Fitness Options.......................(See page 55)
FEATURED SPEAKER
von der Mehden Recital Hall (VDM)
8:30 AM
Breakfast
7:00 AM - 9:15 AM.......................... Rome Dining Hall
Command Central Hours of Operation
7:30 AM - 5:00 PM......................................... Rome Hall
Keynote: Gara Field
8:30 AM - 9:30 AM.....................................................VDM
Morning Break
9:45 AM.......................................................... ROWE, VDM
Strand A
10:00 AM - 12:00 PM............................. (See page 17)
Lunch
11:30 AM - 2:15 PM.............................Rome Dining Hall
Roundtable Discussion: The Underachieving
Student: Increasing Motivation (Wayne Trembly)
12:15 PM - 1:00 PM........................ Rome Dining Hall
ConfraChorus Rehearsal
12:15 PM - 1:00 PM.................................................. MUSB 102
(see page 49)
Strand B
1:30 PM - 3:00 PM.................................. (See page 23)
Strand C
3:30 PM - 5:00 PM.................................. (See page 31)
Special Topic Sessions
3:30 PM - 5:00 PM.................................. (See page 35)
Banquet
6:00 PM - 8:00 PM...............................Rome Ballroom
Variety Show
8:30 PM .........................................................................VDM
(see page 49)
DEL SIEGLE
University of Connecticut
Why Gifted Education Works and How Educators Make a
Difference in Young People’s Lives
Gifted education works for three basic reasons. First, we
recognize and value individual differences. In doing so, we
remove the artificial limitations placed on what students are
capable of learning and how quickly they can learn. Traditionally,
gifted education programs also provide students with the
freedom to explore their interests and passions. Second, gifted
education supports intellectual curiosity. This is achieved by
encouraging creativity and risk taking. Students are provided
with a safe environment in which they can explore ideas without
fear of judgement. By supporting intellectual curiosity, gifted
educators help students recognize their unique potential and
gain confidence that they can achieve. Finally, gifted education
provides students with life-long thinking and learning tools.
This is achieved by providing meaningful learning experiences,
encouraging problem solving, and making learning experiences
relevant and authentic. Effective teachers can encourage
students’ growth and satisfaction (building self-efficacy), as
they make the content meaningful and challenging for their
students (creating task valuation), and as they shape students’
perception of support in their environment through building
positive relationships and being knowledgeable about the
content (fostering a positive environmental perception).
Effective teachers change their students’ lives forever.
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FRIDAY, JULY 15
DAILY SCHEDULE AT A GLANCE
Daily Fitness Options.......................(See page 55)
Breakfast
7:00 AM - 9:15 AM.......................... Rome Dining Hall
FEATURED SPEAKERS
von der Mehden Recital Hall (VDM)
8:30 AM
Command Central Hours of Operation
7:30 AM - 12:00 PM...................................... Rome Hall
Keynote
8:30 AM - 9:30 AM.....................................................VDM
Morning Break
9:45 AM.......................................................... ROWE, VDM
Strand A
10:00 AM - 12:00 PM................................(See page 17)
GARA FIELD
Principal
Pleasant View School, Providence, RI
Lunch
11:30 AM - 2:15 PM....................... Rome Dining Hall
CONFRATUTE ENDS
AT
12:00 PM!
Airport Shuttle Departures
Luggage can be left in specified areas outside of
the Rome Commons Dining Hall starting at 7:30
AM. All luggage will be monitored by staff.
1st Airport Shuttle Departs
12:30 PM ........................................................Rome Circle
Talent Development and Transformation: How SEM Helped
Turn Around a Once Struggling Urban School.
This keynote will focus on the importance of talent development
and transformation, and how an urban elementary school
principal and the pleasant view faculty embarked on a five-year
journey in their mission and vision to turn around a struggling
urban school.
2nd Airport Shuttle Departs
1:30 PM...........................................................Rome Circle
CHECK OUT between
7:30 AM & 12 NOON
Checklist of Things to Do Before Leaving
Confratute
• Return keys to Conference Housing Desk (or
pay $100 per lost key charge)
• Apply and pay for graduate credit
• Pay Airport Shuttle fees
• Drop off forms or surveys
• Drop off Planning & Documentation Guide
for Contact Hours
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SEM LEADERS FORUM Recommended Strands
for Principals and Administrators
Extraordinary Schools - Extraordinary Leaders
Recommended Strands for Leaders (choose one in each strand block to attend for all four days):
STRAND BLOCK A
Tuesday – Friday, 10:00 AM - 12:00 PM
#1 SCHOOLWIDE ENRICHMENT MODEL (SEM) (Gr. K-12)—Joseph Renzulli & Sally Reis
#1D SEM BREAKOUT FOR PRINCIPALS (Gr. K-12)—Michele Femc-Bagwell & Gara Field
STRAND BLOCK B
Monday – Thursday, 1:30 PM - 3:00 PM
#17 LEADING AN SEM SCHOOL (Gr. K-6)—Gara Field
#23 PERSONALIZING GT PROGRAMMING FOR PURPOSE! (Gr. K-12)—Ruth Lyons
Other Strand Options offered at this time you might be interested in:
#20ENRICHMENT CLUSTERS: A PRACTICAL PLAN FOR REAL-WORLD, STUDENT-DRIVEN
LEARNING (Gr. K-12)—Marcia Gentry
#22 IMPLEMENTING CURRICULUM COMPACTING IN THE CLASSROOM (Gr. K-6)—Deb Goldbeck
#23 EFFECTIVE PROGRAM DESIGN AND IMPLEMENTATION STRATEGIES AND PRACTICES IN
GIFTED EDUCATION (Gr. K-8)—E. Jean Gubbins
#28 A TEACHER’S THINKING TOOLKIT: ENHANCING THE TEACHING OF THINKING IN STUDENTS
(Gr. K-12)—Jann H. Leppien
STRAND BLOCK C
Monday – Thursday, 3:30 PM - 5:00 PM
Choices of Special Topics presentations are also available in this time block.
#39 CHALLENGING ALL MIDDLE SCHOOL STUDENTS WITH THE SEM-R (Gr. 6-9)—Rebecca Eckert
EVENING FORUMS
Monday – Wednesday, 7:30 PM - 8:30 PM
Choices of Evening Forum presentations by Baum, Femc-Bagwell, Kaplan,
Field, Leppien, Gentry, Quatrano, and more.
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STRAND A
SESSIONS
Tuesday - Friday
10:00 AM - 12:00 PM
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Strand: 1
Room: VDM
 Recommended
for SEM Leaders
Forum
Strand: 1A1
Room: BUSN 112
Schoolwide Enrichment Model (Gr. K-12)—Joseph Renzulli & Sally Reis
The general session of this strand (Tuesday) will provide an overview of The Schoolwide
Enrichment Model (SEM), and the breakout sessions (Wednesday-Friday) focus on specific
strategies for implementing the SEM in a variety of schools with students of different
ages and demographic backgrounds. The model, based on over 35 years of research and
development, is a comprehensive system for infusing “high-end learning” into total school
improvement efforts while simultaneously challenging high achieving students. Specific
strategies include the development of Total Talent Portfolios, Curriculum Modification
Techniques, and Enrichment Teaching and Learning. Three books are recommended for
all participants in this strand and are available for a very discounted rate at Confratute.
Schoolwide Enrichment Model: Elementary Breakout Session (Gr. K-5)—Laurel
Brandon
This strand is intended for elementary teachers interested in integrating the SEM into
their classroom and/or their entire school. Specific examples and simulations will build
understanding of the Enrichment Triad Model, the use of the Total Talent Portfolio, and
how to implement Curriculum Compacting and Enrichment Clusters. Considerations for
personalizing the SEM in individual schools will be discussed. *Personal computers are
recommended for this strand.
Strand: 1A2
Room: BUSN 202
Schoolwide Enrichment Model: Elementary Breakout Session (Gr. K-5)—Katherine
Brown
This hands-on strand will explore the infusion of the SEM into regular education classroom
practices and school-wide initiatives. Participants will expand their knowledge of Type Is,
IIs, IIIs, and Enrichment Clusters, as we discuss each component, examine organizational
aspects and support documents, and share tips and tricks for implementation. After this
session, participants will have the information and tools they need to go back to their settings
and begin implementing this meaningful learning with students. *Personal computers are
recommended for this strand.
Strand: 1A3
Room: BUSN 203
Schoolwide Enrichment Model: Elementary Breakout Session (Gr. 3-5)—Mary Sullivan
This strand is an introductory strand designed for SEM specialists at the elementary
level who need to understand and implement SEM in their individual school situation(s).
This strand will include theory, activities, and first-hand examples to involve teachers in
discovering how to effectively stay true to SEM core principles while personalizing the
model to meet the reality and needs of their distinctive school circumstances. Participants
with little or no experience are welcome.
Strand: 1B
Room: BUSN 215
Strand: 1C
Room: BUSN 218
Schoolwide Enrichment Model: Middle/High School Breakout Session (Gr. 5-12)—
Carla Brigandi
This breakout strand is a hands-on session designed to deepen middle and secondary
school teachers’ understanding of the SEM and to share strategies on how-to implement
components of the SEM, including curriculum compacting, Type I, Type II, and Type III
Enrichment, and Enrichment Clusters. We will also consider implementation strategies for
homogenously grouped settings and infusion into general education classroom curricula.
In keeping with the SEM, this session demonstrates effective pedagogy that both challenges
and engages middle and secondary school students who demonstrate gifted behaviors.
Schoolwide Enrichment Model: Coordinators Breakout Session (Gr. K-12)—Ruth Lyons
The g/t enrichment program coordinator is multi-faceted and this breakout strand is
differentiated and individualized to meet the needs of all participants. Gifted and Talented
Programs look different in every school and district. In this breakout you will learn how to
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take the elements of SEM and make them work within your district. *Personal computers
are recommended for this strand.
Strand: 1D
Room: ROWE 122
 Recommended for
SEM Leaders Forum
Schoolwide Enrichment Model: Principals Breakout Session (Gr. K-12)—Michele
Femc-Bagwell & Gara Field
This strand is for administrators who are in the early implementation stages of the
Schoolwide Enrichment Model. SEM is a pathway to excellence for administration,
faculty, staff, families, and perhaps most importantly, students. First, learn how to adapt
SEM to your school. Next, discover effective approaches to professional development for
establishing an SEM culture in your building. Finally, explore various ways for teachers to
embrace enrichment teaching skills within the confines of a typical school day in order for
students to reach their highest potential regardless of where they are on the achievement
spectrum. Successes, pitfalls, and lessons learned regarding the SEM from an administrative
perspective will be the focus of this breakout strand. (If you attend this strand, you should
not attend strand #17 - Leading an SEM School.) *Personal computers are recommended
for this strand.
Strand: 1E
Room: BUSN 122
Schoolwide Enrichment Model: Twice Excemptional Breakout Session (Gr. K-12)—
Susan Baum
In this strand you will see how The SEM Model aligns so well to the complex profiles of
twice exceptional students. Learn how SEM is applied at Bridges Academy, an independent
school for twice exceptional learners. From collecting data about strengths, to using the
Enrichment Triad to design curricular units and to planning purposeful talent development
activities, SEM provides an excellent platform to help these unique students reach their
potential.
Strand 1F:
Room: BUSN 204
Strand: 2
Room: LH 111
Schoolwide Enrichment Model: Library/Media Specialists Breakout Session (Gr.
K-12)—Melissa Thom
This strand is designed for school librarians who see themselves as playing a pivotal role
in talent development of all students. It will include theory, interactive activities, and firsthand examples for the implementation of SEM core principles into a library setting. Specific
topics include organizing and scheduling Type I experiences, creating and administering
student interest and talent surveys, developing interest centers, and curating a high quality
how-to book collection for Type II experiences. Participants will have the opportunity to
leverage their expertise as research experts and mentors in the implementation of the
Enrichment Triad Model. *Personal computers are recommended for this strand.
Creativity: Promoting Non-Standard Thinking in a Standards-Based World (Gr.
K-12)—Richard Courtright
Some have argued that our educational system is doing a great job of preparing students
for the 20th century. While “standardization” and “interchangeable” were the gold
standard of that era, our students will be operating in a world that requires creativity
and entrepreneurship in crafting solutions to the world’s problems. Inviting students to
be creative solvers of real-world problems implies that the students are given the tools
for creative thinking and problem-solving. The works of Parnes, Osborne, Torrance and
Treffinger offer the means to instill in students a passion for solving problems and to
extinguish the negative aspects of the “creativity killers” lurking in many educational
programs. In this strand participants will examine definitions and manifestations of
creativity, and its crucial role in eliciting gifted behaviors. Through individual and small
group tasks, strategies that enhance creative thinking will be shared in such techniques as
SCAMPER, SYNECTICS, and others. Participants will examine ways to incorporate creativity
in a manner that makes it an integral part of the learning process.
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Strand: 3
Room: ROWE 320
Strand: 4
Room: WSRH 112
Strand: 5
WSRH 113
Strand: 6
Room: JRB 204
Strand: 7
Room: BUSN 106
Challenging Elementary Readers with the SEM-R (Gr. 2-7)—Rebecca Eckert
When was the last time you attended a professional development session focused on
increasing student enjoyment and independence? If you are craving a way to share
your own love for literature to inspire your students, this is the strand for you. Join us
as we explore the needs of talented readers and practical suggestions for how to use the
Schoolwide Enrichment Reading Model (SEM-R) to challenge and engage all readers in
your elementary classroom. Based on Renzulli's enrichment principles, the SEM-R seeks
to increase reading achievement and enjoyment for all students while also addressing the
pressing needs of talented readers.
Advanced Enrichment Clusters: A Practical Plan for Real-World, Student-Driven
Learning (Gr. K-12)—Marcia Gentry
This strand is designed especially for educators who have implemented Enrichment Clusters
or Academies of Inquiry and Talent Development and who seek to take these programs to
the next level. In a relaxed, seminar-like format participants will discuss their successes
and challenges in developing successful enrichment cluster programs, engage in problemsolving exercises, and participate in simulations all directed toward helping them create
world-class programs. Emphasis will be placed on developing student-directed clusters
in which students use advanced content and authentic methods to produce meaningful
products and services for real-world audiences. Creating buy-in from stake-holders, helping
facilitators develop quality clusters, and developing an assessment/evaluation plan will be
addressed. Participants will leave with a wealth of ideas that they can use in their programs,
and they will leave with connections to others who are doing similar work. *Participants
should have implemented EC and should bring their EC book to class.
Advanced Curriculum Development Including the Depth and Complexity Model (Gr.
K-12)—Sandra Kaplan
The answers to what, how and why to "challenge" the gifted will be presented with emphasis
on modifying the basic or core curriculum applying thinking skills, depth and complexity
of content, resources and products to formulate units of study and lessons. Thinking like
a disciplinarian, designing alternative curricular pathways to individualize differentiated
curriculum, and designing and utilizing games to differentiate curriculum will be integrated
into the strand. Designs and implementation of differentiated curriculum will focus on
the development of intellectualism as an integral feature of challenging curriculum for
the gifted.
The Multiple Menu Model: Developing Authentic Ways to Explore a Discipline (Gr.
K-12)—Jann H. Leppien
The Multiple Menu Model is based the assumption that authentic learning consists of
investigative activities and the development of creative products in which students assume
roles as firsthand explorers, writers, artists, and other types of practicing professionals. In this session, participants will be introduced to the model and its components that assist
in the development of more authentic-like curricular experiences that create situations
in which young people are thinking, feeling, and doing what practicing professionals do
when they explore the content and methodology of a discipline. Participants will work
on the development of one of these units using a variety of unit templates to scaffold the
thinking behind this unit of study. Please bring a unit idea to enhance or revise during this
session. *Personal computers are recommended for this strand.
Creative Mathematics within the Core Curriculum (Gr. K-12)—Rachel R. McAnallen
Place value is an essential tool to understanding the four basic operations which eventually
leads to algebraic thinking. Using a monetary approach and respecting the decimal point,
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Strand: 8
Room: BUSN 127
Strand: 9
Room: BUSN 211
Strand: 10
Room: LH 307
the teachers and students will find creative and engaging ways to understand basic math
concepts which align with the Common Core State Standards for Mathematics. Inherent in
all the lessons will be conceptual understanding of mathematical concepts, computational
fluency, mathematical communication, problem-solving, and a “Stay in the Struggle”
attitude. Developmental theory, multiple intelligences, and different learning styles will
be emphasized, which should enable teachers to help all students—including those who
are dyslexic and math anxious—to understand mathematical concepts from the concrete
stages to the abstract. The final outcome is to understand the arithmetic is answering the
question whereas mathematics is questioning the answer.
Creating Challenge for Talented Readers, Writers, and Thinkers (Gr. K-8)—Susannah
Richards
This strand focuses on strategies to meet the needs of talented readers, writers and
thinkers. Topics to be addressed include traits of talented readers & writers; differentiation
of reading and writing instruction; the role of interest assessment; evaluating curriculum
materials and books; and creating engaging reading & writing experiences for talented
readers with print and electronic materials. We will discuss examples of recommended
practices to provide these students with experiences to help them grow as readers and
writers as well as how to organize literacy instruction to escalate reading/language arts/
English instruction to facilitate rigorous thinking experiences for literacy development
for these high-level language users. In addition to strategies to escalate reader responses
to literature, examples of strategies to use web-based resources such as Glogsters, Google
Forms, Vokis, and other Web 2.0 online tools will be used to demonstrate varied strategies
to both motivate readers and writers as they respond to literature.
How To Organize And Coach Students For Outstanding Type IIIs (Gr. 3-12)—Nicole
Waicunas
Learn how to discover and capitalize on the gifts and talents of your students by diving
into the enrichment triad. Type III enrichment allows students to take on the role of the
first-hand inquirer: feeling, thinking, and acting like the practicing professional. The
concepts of risk-taking, self-efficacy, and self-actualization, which act as catalysts, enable
students to develop authentic products that are directed toward bringing about a desired
impact upon an authentic audience, will be discussed. Time will be spent on the power
of discovering student interest, finding mentors and resources to foster those interests,
as well as Type II instructional methods and materials that are purposefully designed to
promote the development of thinking and feeling processes. Be prepared to interact, take
risks, and discover your own gifts and talents as we brainstorm all that your students CAN
do. *Personal computers are recommended for this strand.
National History Day Nuts and Bolts—What You Need to Succeed (Gr. 6-12)—Brian
Zawodniak
National History Day is one of the most well-known academic contests in the United
States. Competition at the district, state, and national level is becoming increasingly high
as more students put forth a tremendous effort in every aspect of their presentation. This
strand will teach you what you and your students need in order to meet requirements, be
competitive, and impress the judges. Participants will 'create' a History Day project with
what they have learned and present this accelerated project to the class on the last day of
the strand. Official NHD presentation platforms include websites, exhibits, performances,
documentaries, and research papers. All handouts will be available on the first day. Laptops
and your creativity are strongly recommended for this strand. *Personal computers are
recommended for this strand.
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STRAND B
SESSIONS
Monday - Thursday
1:30 PM - 3:00 PM
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Strand: 11
Room: BUSN 122
Strand: 12
Room: GENT 319
Strand: 13
Room: BUSN 215
Strand: 14
Room: LH 111
The Talent Centered Model: Understanding and Responding to the Needs of Twice
Exceptional Learners (Gr. K-12)—Susan Baum
_An increasing number of students are being identified as twice exceptional ‐ bright students
with learning disabilities, attention deficits, or Asperger Syndrome. In this strand you will
get to understand each of these combinations and strategies for helping them to develop
cognitively, emotionally, and socially. Through demonstration of the Talent Centered
Model for 2e Learners, you will have opportunities for discussion and engagement. The
research-based strategies suggested will provide you with practical knowledge of how to
meet the unique needs of this special population of students.
Hands-on Enrichment in Science (Gr. 3-8)—Richard Bothmer
Are you scientifically challenged? Wonderful! We want you! Together we will dispel any
science anxiety and replace it with scientific enthusiasm. The emphasis of this strand will
not be on science facts, but on how science works. We’ll do lots and lots of labs. Some
real...some, well, fabulous, such as when you trap and dissect a snorg. Don’t plan on sitting
down much. We’ll be out and about finding fascinating science everywhere. Bring your
traditional five tangible senses and your five intangible senses: Sense of Curiosity, Wonder,
Imagination, Adventure, and Respect. Students walk into our classes loving science and it
is our responsibility that they walk out the same way. We can do this. Piece of cake!
Strategies for Teaching Creativity in the Secondary Classroom (Gr. 6-12)—Carla
Brigandi
Creativity is increasingly recognized as a learning and innovation skill necessary for
student success in learning and life. But what exactly is creativity? How do we define it,
and more importantly, how do we operationalize it? In this session, we will put creativity
into context. Participants will learn techniques that support the development of creative
thinking in themselves and in their students, as well as pedagogical approaches for infusing
these techniques into regular classroom practice. This is an interactive session, so come
ready to engage!
Socratic Seminar: Concepts, Essential Questions and Inquiry to Enhance
Understanding (Gr. K-12)—Richard Courtright
Teachers’ strategies for organizing learning activities have tremendous significance in
drawing from students higher levels of thinking. The most important of these strategies
is questioning. There is a direct link between the questions the teacher asks and the level
of thinking in which the students engage. This strand will provide participants with a
rationale and strategies for implementation of Socratic seminars to address differentiation
of core standards in classrooms and programs at all grade levels. The characteristics of
the Socratic seminar, strategies/rules for participants, procedures for the seminar leader
and the development of questions used to frame the seminar discussion will be addressed.
Participants will engage in seminars that model Socratic questioning techniques and a
variety of questioning techniques will be examined. The session will incorporate analyses
of recommended resources, including literature, historical documents, and primary source
materials. Participants will view portions of videotaped seminars conducted by a leading
authority on seminar teaching to evaluate his technique, critique the questions used, and
examine the student responses to the issues and theme addressed in the seminar. The
session will conclude with an evaluation of the overall effectiveness of the seminar as a
strategy to produce higher-level thinking among students.
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Strand: 15
Room: OAK 106
Strand: 16
Room: ROWE 320
Strand: 17
Room: ROWE 122
 Recommended for
SEM Leaders Forum
Strand: 18
Room: GENT 201
A Strategy to Increase Racial, Ethnic Minority Students Participation in Gifted
Programs (Gr. K-12)—Ken Dickson
This strand focuses on a professional development strategy that facilitates open, transparent
and genuine conversations to help to increase racial, ethnic minority (REM) students’
participation in gifted services. Participants will learn how to identify and initiate thinking
processes to overcome the complex nature of fear that gives rise to prejudice, inequities
and discrimination. This strand is designed to help participants re‐think the construct
that serves as the foundation for gifted identification processes. Participants will also
learn strategies and be introduced to online resources for designing effective professional
development. Strategies and tools will be shared that include content on how to develop
agreements, conditions, scenarios, and activities that directly focus on the race issues that
are evident in the larger general society and that influence practices in schools. The target
of these strategies will be the gifted education practices that are obstacles to REM learners
accessing gifted programs. Participants will exit the strand with initial competencies to
overcome underrepresentation. *Personal computers are recommended for this strand.
Teaching Students to Conduct Historical Research: Emphasizing the Higher Order
Skills of Common Core (Gr. K-12)—Sally Dobyns
Both Common Core State Standards and Framework for 21st Century Learning emphasize
higher-order thinking skills, or “cognitive demand.” Without doubt, engaging students
with primary sources ensures advanced cognitive demand. Primary sources, raw and rich
evidence of the past, beg for interpretation. When students examine primary sources such
as public records, personal documents, artifacts, epitaphs, maps, and photographs, the
fascination is immediate, the curiosity is powerful, and the natural outcomes are meaningmaking questions driven by each student’s personal interests and points of reference.
What one student dismisses, another finds intriguing. High levels of student engagement
provide fertile ground for the development and pursuit of essential questions in historical
inquiry, leading to authentic student research in the discipline of history. This session will
focus on utilizing the natural markers for differentiating instruction to facilitate students’
historical research process. *A $5.00 materials fee is required.
Leading an SEM School (Gr. K-6)—Gara Field
This strand is for administrators who are in the early implementation stages of the
Schoolwide Enrichment Model (SEM). SEM is a pathway to excellence for administration,
faculty, staff, families, and perhaps most importantly, students. First, learn how to adapt
SEM to your school. Next, discover effective approaches to professional development for
establishing an SEM culture in your building. Finally, explore various ways for teachers to
embrace enrichment teaching skills within the confines of a typical school day in order for
students to reach their highest potential regardless of where they are on the achievement
spectrum. Successes, pitfalls, and lessons learned regarding the Schoolwide Enrichment
Model from an administrative perspective will be the focus of this strand. (If you attend this
strand, you should not attend strand #1D - SEM Principals breakout.) *Personal computers
are recommended for this strand.
Project M2: Mentoring Young Mathematicians (Gr. K-2)—Janine Firmender
Engage your young student mathematicians in high-level mathematical thinking, reasoning,
and communication! Come explore how to foster primary students’ thinking in the NCTM
Content areas of Geometry and Measurement using hands-on activities from Project
M2: Mentoring Young Mathematicians. Project M2: Mentoring Young Mathematicians
are research-based, advanced level instructional units that promote students' in-depth
understanding of the attributes, visualization, and transformations of geometric shapes
and the exploration of measurement concepts.
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Strand: 19
Room: GENT 144
Strand: 20
Room: WSRH 112
Strand: 21
Room: OAK 108
Strand: 22
Room: WSRH 113
Mentoring Mathematical Minds (M3): Teaching Math to Talented Elementary
Students (Gr. 3-6)—Kathy Gavin
Come explore how to challenge and excite your talented math students! This strand
provides an overview of research-proven, innovative curriculum to meet the needs of
talented elementary students. Participants will explore hands-on activities from the NAGC
award-winning curriculum units, Project M3, including three new units. Each unit involves
students as practicing mathematicians in a particular career field from an archeological
dig to a Himalayan expedition. Students learn to think and reason at high levels, carry on
sophisticated mathematical discussions, and write about their thinking in student journals
just as real mathematicians do. The investigations combine advanced math content that
challenge talented students with the best practices in gifted education.
Enrichment Clusters: A Practical Plan for Real-World, Student-Driven Learning (Gr.
K-12)—Marcia Gentry
In this hands-on, interactive strand, participants will learn how to develop, organize, and
implement one very exciting component of the Schoolwide Enrichment Model. Enrichment
Clusters afford time to come together to pursue authentic interests, solve problems, and
create products and services for real audiences using advanced content and methods.
Information from practitioners in every phase of implementation will be shared and will
include a nuts and bolts, how-to-do-it question and answer session. Participants will be
ready to return to their schools and put this program into motion. The book, Enrichment
Clusters: A Practical Plan for Real-World, Student-Driven Learning, is strongly recommended
for this strand and can be purchased at Confratute.
Differentiating Curriculum and Instruction in a Student-Oriented Elementary
Classroom (Gr. K-5)—Cindy Gilson
Are you searching for practical research-based strategies and resources for reaching and
teaching your most advanced elementary students? Would you like to discover hidden
potential in all your students, including those you suspect are underachieving? Then join
us for an experiential and interactive strand as we discuss best practices for developing
appropriately challenging differentiated curriculum and instruction that will enhance your
students’ strength areas and passion for learning. Major topics will include (1) transitioning
students to a student-oriented elementary classroom, (2) differentiating workstations
and choice activities, (3) tiering lessons and compacting the curriculum, (4) independent
problem seeking and solving, and (5) evaluating differentiated learning activities and
assessments for rigor. This strand is specifically designed for educators in K through 5th
grade and will be differentiated for participants’ specific interests and teaching situations.
*Personal laptops are recommended for this strand.
Implementing Curriculum Compacting in the Classroom (Gr. K-6)—Deb Goldbeck
In this strand, participants will learn a powerful differentiation management technique for
meeting the needs of high ability students in the regular classroom. Used as a stand-alone
strategy or as an essential component of the Schoolwide Enrichment Model, curriculum
compacting adapts the regular elementary or middle school curriculum to individual
students’ abilities and needs. Compacting allows teachers to streamline and eliminate
unnecessary curriculum and instruction and provide an optimal match of curricular content
and expectations to the learner’s knowledge, ability, and styles. The text, Curriculum
Compacting: A Guide to Differentiating Curriculum and Instruction Through Enrichment
and Acceleration is strongly recommended for all participants taking this strand for credit
and can be purchased at Confratute.
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Strand: 23
Room: OAK 109
Strand: 24
Room: BUSN 112
Strand: 25
Room: MUSB 108
Strand: 26
Room: OAK 112
Effective Program Design and Implementation Strategies and Practices in Gifted
Education (Gr. K-8)—E. Jean Gubbins
Let’s explore several options for designing and implementing effective gifted and talented
programs. Is identification the first step in this process? Should you adopt or adapt a
curricular model? Or should you determine potential program content or curricular
options? Each phase of program design and development requires team decision making
from school district representatives to ensure that the gifted and talented program is
integral to the district’s mission. One approach to designing effective and defensible
gifted programs is to use the National Association for Gifted Children’s Pre-K-Grade 12
Programming Standards. The gifted programming standards focus on student outcomes and
evidence-based practices in learning and development, assessment, curriculum planning
and instruction, learning environments, programming, and professional development.
The standards serve as a template for designing new programs and re-designing current
programs. Learn how to develop model gifted and talented programs for your students
by capitalizing on best practices.
Social and Emotional Development of Talented Students (Gr. K-12)—Tom Hébert
Robby gets bullied. Lakia is often stressed over her grades in AP classes and Sara worries
about world hunger. Marco struggles with friendships and Zach slacks off in school to
protect his image. Talented students have distinctive social and emotional needs that
influence their development. This strand offers an overview of the social and emotional
issues facing high-ability students and how teachers can address their needs in classrooms.
Through discussions, analyzing case studies, investigating online resources and exploring
contemporary media, teachers gain a better understanding of their students and learn
strategies to support their emotional well-being. *Personal computers are recommended
for this strand.
Storytelling, Mime, and Movement: Making Learning Creative and Kinesthetic (Gr.
K-7)—Gail Herman
Do you wonder how to engage your kinesthetic and creative learners? Participate actively
to learn storytelling, mime, and movement strategies integrated in language arts, social
studies, and science. We use our bodies to speak in sculpted silence and "body-storm"
with mime. We will use our imaginations as we listen to, create, and tell stories. By
transforming core concepts from one medium to another, students, including ELL and
twice exceptional students, show what they know and add depth to their learning. Learn
nonverbal communication skills to develop perspective taking in oral reading. We will use
folk and percussion instruments to augment the ambiance and meaning of our stories,
biographies, and poems by "hearing between the lines." Methods for creating story theater
(with mime & movement) will be shared. Resources help participants create storytelling
& mime enrichment clusters.
Using the Schoolwide Enrichment Model with Technology (Gr. 3-12)—Angela Housand
& Brian Housand
This strand presents an extension of the Schoolwide Enrichment Model approach
to promoting higher-level thinking skills and creative productivity using technology
(SEM:tech). Digital technologies are changing and evolving at lightning speeds, yet effective
skills for learning transcend time. With students’ interests at the heart of the SEM:tech,
we demonstrate strategies for leveraging technology to focus instruction on the processes
and skills that support critical thinking and problem solving, decision-making, and
communication. Join us for a solution-oriented strand that seamlessly merges technology
with the processes that launch gifted students toward independent productivity. *Personal
computers are recommended for this strand.
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Strand: 27
Room: ARTB 107
Integrating Arts and Creative Engagement Across the Core to Develop Talents in
Young Artists (Gr. 6-12)—Benjamin Lacina
Young people are by their very nature talented, and creating curricular connections with
those talents can be sometimes challenging. With the rush to meet standards in core
academic areas, attending to these creative talents can become less of a priority. Too
often interdisciplinary talent development can feel like one more "extra" in the classroom,
especially for those with less of a vocabulary in the arts. Research shows that integrating
the arts has a positive effect on both student achievement and engagement. This strand
will provide examples of time-tested, arts-integrated strategies, activities, and lessons that
connect many of the habits of mind of creative engagement with process skills embedded
in core academic standards. Hands-on, brains-on activities will allow participants to
experience personal, real and relevant connections across content to share with their
own learners beyond their time at Confratute. *Personal computers are recommended for
this strand.
Strand: 28
Room: JRB 204
A Teacher's Thinking Toolkit: Enhancing the Teaching of Thinking in Students (Gr.
K-12)—Jann H. Leppien
How do we create and develop intellectual thinking in our students and engage them in
inquiry-based instruction while still addressing the Common Core standards? This strand
will explore strategies for infusing critical and creative thinking skills into standard content
instruction in ways that both improve student thinking and also enhance deep content
learning. Teachers will be introduced to a framework for designing lessons for this kind of
instruction. Sample lessons and lesson design materials will be provided, and all of the key
instructional strategies for effectively teaching thinking will be illustrated, including the
use of special question strategies for thinking carefully about a discipline’s ideas, graphic
organizers to guide skillful thinking, structuring effective collaborative investigations, and
metacognitive prompting. *Personal computers are recommended for this strand.
Strand: 29
Room: BUSN 218
 Recommended for
SEM Leaders Forum
Strand: 30
Room: MUSB 102
Strand: 31
Room: BUSN 127
Personalizing GT Programming for PURPOSE! (Gr. K-12)—Ruth Lyons
Learn the tools and techniques needed to personalize the Schoolwide Enrichment Model
(SEM) to meet the needs of your population. Participants will learn how to implement the
basics of SEM to support their student population through the Enrichment Triad Model,
Enrichment Clusters, Independent Studies, SEM-R, Talent Pool, Depth and Complexity,
identification, and more! This strand will focus on how to personalize each of these
components to create PURPOSE in your GT Programming! *Personal computers are
recommended for this strand.
Differentiating the Curriculum Through the Performing Arts (Gr. K-12)—Barry Oreck
Drama, music, and movement activities can be woven into the curriculum to deepen
understanding, build learning and problem solving skills, and improve both verbal and
non-verbal communication. This strand will help participants use the arts to build a
creative, cooperative classroom environment and to maintain an artistic attitude amidst
the pressures of the school day. Participants will learn and practice the skills needed to
facilitate authentic arts experiences in the classroom and to effectively adapt arts activities
to enhance other areas of the curriculum. Over the course of the week participants will
learn and practice a variety of activities that can be adapted for use in literacy, social
studies, science and math. We will also discuss how to identify artistic talent in students
and how to assess artistic products and processes.
Books as Hooks for Creating Lifelong Learners (Gr. 2-8)—Susannah Richards
This strand includes an overview of books that invite the reader to explore and cultivate
interests and ideas. In addition to the dozens of books and book lists that will be highlighted,
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Strand: 32
Room: GENT 131
Strand: 33
Room: BUSN 203
Strand: 34
Room: BUSN 204
Strand: 35
Room: LH 307
emphasis will be on how to use books to meet the needs of gifted students. Featured
books will include recently published fiction and non-fiction books that lead to critical
and creative thinking experiences. Discussion and activities will focus on resources for
locating and evaluating children's books, information on children's book publishing,
strategies for sharing books with gifted students, and a variety of ways for students to
respond to literature. Given that many gifted students are fascinated by the world of nonfiction, a portion of the session will focus on locating, evaluating and incorporating nonfiction books into the curriculum. A medley of books from a variety of genres and formats
(biographies, poetry, concept books, collections, graphic novels, technically-engineered,
etc.) will be used to illustrate how to create learning experiences for students with different
interests, learning styles and abilities. Strategies to use Web 2.0, book trailers, e-books
and audiobooks to motivate readers will be integrated into the session.
Addressing Underachievement and Motivation in Your Students (Gr. K-12)—Del Siegle
Underachievement is among the most frustrating education issues facing parents and
educators. Underachievement can limit students’ opportunities for long-term success and
fulfillment, and impact society as a whole by reducing the pool of motivated individuals
contributing their creative productivity to societal growth and development. In this session
we will discuss reasons students underachieve and specific strategies to improve student
achievement that increase students' confidence and make learning more meaningful.
CSI: Forensic Science in the Classroom (Gr. K-12)—Kevin Simms, Dave McGann, & Jana
Burch
Participants will learn the basics of crime scene investigation (CSI) through hands-on
activities. Everything is easily reproducible in the classroom and can be integrated into
curriculum standards. Observation skills, finger printing, and DNA analysis are a few of
the activities we will explore. *There is an $8 materials fee to cover the cost of supplies for
this strand.
Talent Development Opportunitites in the Library Media Center: Makers' Space and
Beyond (Gr. K-12)—Melissa Thom
Have you heard the buzz about Makerspace? Would you like to explore concrete tools
and strategies that will help nurture the development of innovators and creative problem
solvers? This strand will include theory, interactive activities, explicit connections to SEM,
and first-hand examples for developing a Maker program in your school. Makerspaces
are a hands-on approach in which students explore, design, experiment, create, build,
and invent. Maker activities can range from low-tech, such as duct tape creations, to high
tech programs that involve robots or 3-D printing technology. Specific topics covered in
this strand include learning how to plan and implement Maker Mondays, leveraging the
strengths and knowledge of students and community members, and building a Maker
collection booklist. By the end of this strand, participants will have started a Makerspace
implementation plan for their setting. *Personal computers are recommended for this strand.
Using the Multiple Menu Model to Rekindle Passion for Content and Inspire Student
Inquiry (Gr. K-12)—Brian Zawodniak
We have all had that student who was particularly knowledgeable and passionate
about an aspect of our content area. But perhaps due to class size, time, possible lack of
resources, and standardized testing taking priority, that opportunity for student inquiry
went unfulfilled. This strand will help you and your student go beyond the daily lessons
to create a project that can be shown to an authentic audience. You will become an
enrichment teacher no matter what you are currently teaching! *Personal computers are
recommended for this strand.
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Have some free time?
Check out some of UConn’s Events and Activities or enjoy the
local area. Pick up walking and hiking maps, visit campus fitness
facilities, museums, or dine at one of our local restaurants.
Information on these options can be found at Command Central.
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STRAND C
SESSIONS
Monday - Thursday
3:30 PM - 5:00 PM
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Strand: 36
Room: ARTB 111
Silk Screen Printing (Gr. 3-12)—Vidabeth Bensen & Barbara Forshag
Silk Screening is a medium that is not generally taught in the lower grades. It can enhance all
aspects of the curriculum at any level. All teachers will find it suitable for creating designs
to print on T shirts, cards, banners and paper, many of which can be used for fundraising.
The first session will include an overview of the process so attendance is essential. The
studio will then be open all day Tuesday to Thursday so participants can work individually
or in small groups with the instructors. A $5 materials fee will cover the cost of supplies
during the strand. Some screens and squeegees may be available for purchase so you can
return to your school ready to print.
Strand: 37
Room: GENT 319
Hands-On Enrichment in Science (Gr. 3-8)—Richard Bothmer
Are you scientifically challenged? Wonderful! We want you! Together we will dispel any
science anxiety and replace it with scientific enthusiasm. The emphasis of this strand will
not be on science facts, but on how science works. We’ll do lots and lots of labs. Some
real...some, well, fabulous, such as when you trap and dissect a snorg. Don’t plan on sitting
down much. We’ll be out and about finding fascinating science everywhere. Bring your
traditional five tangible senses and your five intangible senses: Sense of Curiosity, Wonder,
Imagination, Adventure, and Respect. Students walk into our classes loving science and it
is our responsibility that they walk out the same way. We can do this. Piece of cake!
Strand: 38
Room: BUSN 202
Strand: 39
Room: ROWE 320
Strand: 40
Room: GENT 144
Halping Students to BE the Change: Facilitating Type III Projects (Gr. K-5)—Katherine
Brown
Through Type IIIs, young learners are given the opportunity to make a positive change in
their school, community, or world. But how, as teachers, can we facilitate these projects and
demonstrate to administrators that our students are learning the common core standards?
This session will provide teachers with lessons/activities aligned to the common core that
facilitate the development of a Type III from the problem finding stage to the creation of
a product or service. Along the way, we'll discuss the incorporation of technology, goal
setting, research, interviewing skills, and more! *Personal computers are recommended
for this strand.
Challenging Middle School Readers with the SEM-R (Gr. 6-9)—Rebecca Eckert
Novels hidden under the desk, questions that seem off‐topic, and actively engaged students
—these three behaviors are not necessarily mutually exclusive, but the first two may
be indicators of hidden potential in your language arts classroom. Join us as we explore
the needs of talented readers and practical suggestions for how to use the Schoolwide
Enrichment Reading Model (SEM‐R) to challenge and engage all readers in your middle
school classroom. Based on Renzulli's enrichment principles, the SEM‐R materials and
techniques have been adapted for the middle level with the goal of increasing reading
achievement and enjoyment for all students while also addressing the pressing needs
of talented readers and the literacy skills and concepts found in the Common Core State
Standards.
Budding Professionals: Developing STEM Talent with Young Students (Gr. K-5)—
Janine Firmender
Our talented young students are tomorrow’s scientists, technological innovators, engineers,
and mathematicians. By embracing a culture of inquiry and investigation in our teaching
practices for primary students we can engage them as the practicing professionals in STEM
fields, facilitate students’ conceptual understandings, encourage interest and positive
attitudes towards STEM, and nurture the development of STEM habits of mind. Participants
in this strand will examine their own strategies for inquiry and investigations, explore
developmentally appropriate strategies for engaging talented primary students in STEM
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education, and design interdisciplinary STEM learning experiences. *Personal computers
are recommended for this strand.
Strand: 41
Room: BUSN 112
Social and Emotional Development of Talented Students (Gr. K-12)—Tom Hébert
Robby gets bullied. Lakia is often stressed over her grades in AP classes and Sara worries
about world hunger. Marco struggles with friendships and Zach slacks off in school to
protect his image. Talented students have distinctive social and emotional needs that
influence their development. This strand offers an overview of the social and emotional
issues facing high-ability students and how teachers can address their needs in classrooms.
Through discussions, analyzing case studies, investigating online resources and exploring
contemporary media, teachers gain a better understanding of their students and learn
strategies to support their emotional well-being. *Personal computers are recommended
for this strand.
Strand: 42
Room: OAK 111
Mission Possible: Helping Students Prepare for the Future Using the Enrichment
Triad Model (Gr. 3-12)—Angela Housand
By the year 2040, NASA intends to send humans to Mars! Gifted students in our classrooms
today are the scientists, engineers, pioneers, and innovators who will make that plan a
reality. To embark on the next great adventure of the human race, students will need to
learn to take initiative, work autonomously, and persevere in the face of obstacles to become
the creative and independent producers that the future needs. Using the Enrichment Triad
Model, this session explores activities and processes that will help students lead us into
the future and deeper into space then we have ever been before. Join us as we review free
internet resources, work through hands-on activities, and glimpse the possibilities for
helping students develop the skills for awesomeness. *Personal laptops are recommended
for this strand.
Strand: 43
Room: OAK 112
Plugging into Creative Outlets (Gr. K-12)—Brian Housand
Today’s young people have unprecedented access to powerful tools designed for creative
production. Yet, students are often being asked to unplug rather than meaningfully connect
with technology. This session explores a virtual playground designed to get teachers and
students plugged into new outlets for promoting creative productive giftedness. *Personal
laptops are recommended for this strand.
Strand: 44
Room: BUSN 106
Geometry Beyond the Textbook (Gr. K-12)—Rachel McAnallen
To understand solid geometry (3-D world) one must put their hands in motion.
Understanding something intellectually and knowing the same thing tactilely are very
different experiences. In this workshop, participants will build math models through the use
of unit/modular origami, circular paper plate folding, and pattern block folding. Inherent in
all the building is the wonderful world of transformational geometry. The participants will
learn about the Platonic and Archimedean solids, along with their duals and stellations, and
will leave the session with several models in hand. For those who have origami experience,
not to worry, differentiation is alive and well. Bring patience, perseverance, and a sense of
humor to this workshop. *A $7.00 fee is needed for a packet of origami paper.
Strand: 45
Room: MUSB 102
Differentiating the Curriculum Through the Performing Arts (Gr. K-12)—Barry Oreck
Drama, music, and movement activities can be woven into the curriculum to deepen
understanding, build learning and problem solving skills, and improve both verbal and
non-verbal communication. This strand will help participants use the arts to build a
creative, cooperative classroom environment and to maintain an artistic attitude amidst
the pressures of the school day. Participants will learn and practice the skills needed to
facilitate authentic arts experiences in the classroom and to effectively adapt arts activities
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Strand: 46
Room: LH 202
Strand: 47
Room: BUSN 203
to enhance other areas of the curriculum. Over the course of the week participants will learn
and practice a variety of activities that can be adapted for use in literacy, social studies,
science and math. We will also discuss how to identify artistic talent in students and how
to assess artistic products and processes.
iPads: Intuitive Technology for 21st-Century Students (Gr. K-12)—Del Siegle &
Christina Amspaugh
Educators can improve student motivation, increase student learning, promote creative
productivity, and differentiate learning for gifted students with the intuitive technology
of the iPad. In this strand, you will discover a number of free or inexpensive apps that
promote authentic learning. These apps can be used to enhance the traditional curriculum
or to provide students with opportunities to explore creative productivity similar to
practicing professionals. Topics to be covered during the week include: making quiz games,
developing stop-motion and drawing animations, creating e-books, making and editing
movies, creating original music, and more. *Personal iPads are recommended for this strand.
CSI: Forensic Science in the Classroom (Gr. K-12)—Kevin Simms, Dave McGann, & Jana
Burch
Participants will learn the basics of crime scene investigation (CSI) through hands-on
activities. Everything is easily reproducible in the classroom and can be integrated into
curriculum standards. Observation skills, finger printing, and DNA analysis are a few of
the activities we will explore. *There is an $8 materials fee to cover the cost of supplies for
this strand.
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Special Topic
Sessions
Monday - Thursday
3:30 PM - 5:00 PM
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MONDAY, JULY 11 - Special Topics - 3:30-5:00 PM
Room
BUSN 215
Topic/Presenter
Inspiring Young
Writers with National
Novel Writing Month's
Young Writer's
Program
Laurel Brandon
BUSN 218
Taxonomy of Affective
Curriculum for Gifted
Learners
Derek Cavilla
LH 206
Math and the Science
of Chance
Glenn Dewell
WSRH 112
Educaching: A HighTech Scavenger
Hunt Through the
Curriculum
(Part 1)
Sally Dobyns
LH 307
"You are the Scientist!"
Project
Paula Feynman
Special Topic Description
National Novel Writing Month happens every November! It's a fun,
seat-of-your-pants writing event where the challenge is to complete an
entire novel in just 30 days. For one month, you get to lock away your
inner editor, let your imagination take over, and just create! Adults aim
for 50,000 words, and Young Writers set personal word-count goals.
The no-cost NaNoWriMo Young Writers Program provides resources,
support, and motivation to guide your students to plan, write, revise,
and publish their work.
This framework provides a developmentally appropriate way to
infuse social-emotional learning (SEL) into the academic curriculum.
This practice supports gifted learners’ asynchronous social-emotional
development with results ranging from lowered anxiety and increased
academic performance to fewer cases of underachievement. Teachers
will learn how to support students’ development of self-regulation,
empathy, grit, divergent thinking and curiosity so that they manifest
in four skills critical to emotional intelligence: growth from failure,
acceptance of ambiguity, goal attainment, and harmonious passion.
My favorite Ms. Math quote is “Mathematics is the science of patterns.”
This inquiry science activity uses a real-life situation to prompt students
to look for patterns in data, use those patterns to propose hypotheses,
and construct logical arguments as to why they believe their hypotheses
to be true. Adaptations based on grade level and circumstances will
be discussed. Proportional reasoning and probability are two math
concepts addressed.
Global Positioning System (GPS) technology has generated the fastest
growing hobby/sport in the world: geocaching. Affordable GPS apps
for smart phones and handheld receivers (GPSr), well-designed
websites dedicated to geocaching, and students' natural fascination
with treasure hunts all set the stage for making curricular connections
using this technology. In this session, participants will be introduced to
geocaching, will practice using GPS technology to find items on UConn’s
lovely campus, and will generate connections between the technology
and the curriculum.
Like professional scientists, Cambridge Public Schools 6th–8th
graders develop questions and answer them through research and
experimentation. During weekly class time devoted to individual work,
scholars explore and refine their questions into products to share with
their peers and community. Student projects have included websites,
podcasts, presentations, videos, experimental results, citizen science,
service learning, articles, and blogs. In this session, we’ll introduce
attendees to the “You are the Scientist!” project, providing rubrics,
graphic organizers and templates to help you get started. Come get
inspired!
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MONDAY, JULY 11 - Special Topics - 3:30-5:00 PM
Room
Topic/Presenter
WSRH 113
Five Tech Tools to
Differentiate for
Advanced Readers
Cindy Gilson
LH 301
Testing, Identification,
and Assessments
OH MY!
Ruth Lyons
LH 111
Issues in Talent
Development and
Creative Achievement
for Girls and Women
(Part 1)
Patricia O'Rourke
LH 109
Creating a TAG/SEM
Environment for K-2
Darlene Pinkos
LH 306
Fractions Through
Visual-Spatial and
Bodily-Kinesthetic
Intelligences
(Part 1)
Tom Schersten
ROWE 321
SEM and the
Community School
Model at PSMS 188
Barbara Slatin & Co.
Special Topic Description
The intersection between technology and literacy is an exciting learning
platform for providing advanced readers with opportunities to excel
and demonstrate their potential. In this session, we will discuss how to
effectively differentiate for advanced readers using guiding questions
around five unique types of tech tool. Participants are encouraged to
bring an electronic device and to come prepared to share their all-time
favorite tech tool.
Feeling overwhelmed with all the assessments that are available for
identification? Come learn about and try firsthand the CogAT, Torrence,
rating scales, GATES, TOMAGS, SAGES, and more! Discover which tool
is best suited to identify students for your program.
While the experiences of gifted girls and women vary widely, many are
affected by common issues in the talent development process and in the
expression and recognition of their creative achievements. This is an
opportunity to discuss personal experiences and the available research
on these issues. Leave with strategies for empowering female students
to develop and reach their goals and contribute to reshaping the paths
future generations will travel.
How do we provide a project-based learning environment for our
youngest learners who may have not yet developed the skills needed
for independent Enrichment? We will explore and create new ways that
you can include your K-2 students in Enrichment Clusters while teaching
them skills to be even more successful in the upper grades. Be prepared
to interact and be inspired by all that our youngest learners can do.
Differentiate your instruction by incorporating more math modeling
for the visual, spatial, tactile, kinesthetic, and right-brained learners.
Doing activities with dice and pattern blocks, participants will learn
to add and subtract fractions without finding common denominators,
to multiply fractions without changing mixed numbers into improper
fractions, and to divide fractions without inverting and multiplying.
Come SEE and literally DO the math!
In the Community School Model, students and families participate in
programs from 6:30 a.m. to 8:30 p.m. year-round. Health and wellness
services are provided by a network of CBO partners. Parent and
community members are engaged in workshops, Adult Ed classes,
leadership opportunities and social service supports. At PSMS 188, the
initiative both supports and builds on the strengths of the SEM Model
that has been a major focus at the school. The 188 CS Team will highlight
their efforts to provide enrichment for PreK-8 students and families on
the Lower East Side of Manhattan. The presentation will include video
clips, artifacts, and an opportunity for small group discussions with
team members.
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TUESDAY, JULY 12 - Special Topics - 3:30-5:00 PM
Room
BUSN 218
Topic/Presenter
Infusing Visual Art
Across the Curriculum
(Part 1)
Derek Cavilla
LH 206
Increasing Urban
Under-Served
Populations’ Presence
in Gifted Programs
Ken Dickson
WSRH 112
Educaching: A HighTech Scavenger
Hunt Through the
Curriculum
(Part 2)
Sally Dobyns
Roundtable Discussion
for Principals and
Administrators
ROWE 122
Michele Femc-Bagwell &
Nicole Waicunas
 (Recommended
for Leader’s Forum
Participants)
LH 307
Embedding Debates
to Teach Critical
Thinking Skills
(Part 1)
Katy Field
WSRH 113
Visual Clarity:
Reflections on
Perspectives in Gifted
Education
Deb Goldbeck
Special Topic Description
Based on the National Gallery of Art’s Summer Teacher Institute, this
program uses visual art from nineteenth century America, French
Impressionism, and the Italian Renaissance as the core curriculum
across all subject areas. From using paintings to teach reading
strategies and poetry to creating abstract drawings as the basis for
teaching technical writing, this program is all about the art. Hands-on
demonstrations as well as ready to use lesson ideas can be adapted to
any grade level with ease.
The diverse needs of under-served urban populations are often invisible,
overlooked, or misunderstood. We will examine their needs through
the lens of the whole child to improve the quality of gifted education
services. Emphasis is on urban populations’ norms including identity,
the urban environment, and characteristics of gifted programs that are
obstacles to urban populations’ identification. This session is intended
for stakeholders responsible for professional development.
Global Positioning System (GPS) technology has generated the fastest
growing hobby/sport in the world: geocaching. Affordable GPS apps
for smart phones and handheld receivers (GPSr), well-designed
websites dedicated to geocaching, and students' natural fascination
with treasure hunts all set the stage for making curricular connections
using this technology. In this session, participants will be introduced to
geocaching, will practice using GPS technology to find items on UConn’s
lovely campus, and will generate connections between the technology
and the curriculum.
In this session, we will have administrators and leaders of schools
who have been implementing the SEM for several years discuss their
successes and struggles. Administrators new to the SEM will be able
to ask questions, hear new ideas, share inspirations, and discover the
team of educators with whom they have so much in common when
it comes to education. The opportunity for brainstorming, collecting
and sharing resources, and discovering how the SEM can best work for
all involved in students’ education will be the highlight of the session.
Additional resources, guiding questions, and Type I speakers will be
facilitated for discussion.
This two-part session will use hands-on activities to show educators
a model for embedding policy debates that scaffolds the teaching of
critical thinking and research skills. We will spend time discussing
differentiation options, assessment techniques, and strategies for
maximizing student engagement. Copious handouts will be provided
(and digital copies made available). This technique is primarily designed
for social studies classrooms, but has easy cross-applicability to science,
English language arts, and extracurricular clubs. *Laptop recommended.
Is a picture worth a thousand words? Can a complex idea be conveyed
with just a single image? In this session, visual images will serve as
prompts for discussing important issues in the field of gifted education.
Participants will be actively involved in making connections between
the images and the discussion topics by sharing their perspectives and
experiences as they relate to the issues being studied.
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TUESDAY, JULY 12 - Special Topics - 3:30-5:00 PM
Room
LH 301
Topic/Presenter
Enrichment-Talent
Development-5
Dimensions of
DifferentiationGoQuest
(Part 1)
Toni Kubousek
LH 109
So What Are We
Going To Do About
Writing Instruction?
Paul Murray
LH 111
Issues in Talent
Development and
Creative Achievement
for Girls and Women
(Part 2)
Patricia O'Rourke
BUSN 215
Taking Your Type III
Projects to the Next
Level Using Visual
Literacy
Lindsey RobertsWalstrom &
Melissa Thom
LH 306
Fractions Through
Visual-Spatial and
Bodily-Kinesthetic
Intelligences
(Part 2)
Tom Schersten
Special Topic Description
The research-based Renzulli Profiler quickly identifies each student’s
interest, abilities, expression styles and learning preferences. Profile
information is utilized in the GoQuest management system to provide
students with personalized libraries of web links for research and
exploration, and to provide teachers with tools to create assignments
differentiated by topic, interest, expression style, standards and more.
Participants will develop a working understanding of the Renzulli
Profiler from the teacher perspective, and will try out the student
experience: creating a profile, exploring personalized resources, and
engaging in a differentiated assignment.
Writing is a part of any Type III project, a natural outlet for research,
and a great way to solidify thinking, yet it is often neglected. How can
you differentiate for gifted writers? High school kids who hate writing?
Can you generate excitement and keep students writing without burying
yourself in work? How about state mastery tests? Consider writing
workshop, the logical extension of SEM-R reading instruction. This
session will ease your fears and get you started with strategies and
practices.
While the experiences of gifted girls and women vary widely, many are
affected by common issues in the talent development process and in the
expression and recognition of their creative achievements. This is an
opportunity to discuss personal experiences and the available research
on these issues. Leave with strategies for empowering female students
to develop and reach their goals and contribute to reshaping the paths
future generations will travel.
Do your students’ projects lack impact? Elevate the intent and effect of
information and ideas using visual literacy strategies. Teach students
the influence of a skillfully designed image and how it compels an
audience to experience an emotional response, inspiring them to answer
the call to investment or action. Explore strategies for strengthening
stances through effectively framing a particular reality with the power
of visuals. Eye-opening. Thought-provoking. Decision making. Critical
thinking.
Differentiate your instruction by incorporating more math modeling
for the visual, spatial, tactile, kinesthetic, and right-brained learners.
Doing activities with dice and pattern blocks, participants will learn
to add and subtract fractions without finding common denominators,
to multiply fractions without changing mixed numbers into improper
fractions, and to divide fractions without inverting and multiplying.
Come SEE and literally DO the math!
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WEDNESDAY, JULY 13 - Special Topics - 3:30-5:00 PM
Room
BUSN 218
Topic/Presenter
Infusing Visual Art
Across the Curriculum
(Part 2)
Derek Cavilla
BUSN 215
STEM: Growing
Imaginations through
Concept Based
Curriculum
Shannon Colburn
LH 111
Got Voice?
(Part 1)
Shirley Cowles
BUSN 204
Creating the Right
Environment
Jeffrey Danielian
Roundtable Discussion
for Principals and
Administrators
ROWE 122
Michele Femc-Bagwell &
Nicole Waicunas
(Recommended
for Leader’s Forum
Participants)
Special Topic Description
Based on the National Gallery of Art’s Summer Teacher Institute, this
program uses visual art from nineteenth century America, French
Impressionism, and the Italian Renaissance as the core curriculum
across all subject areas. From using paintings to teach reading
strategies and poetry to creating abstract drawings as the basis for
teaching technical writing, this program is all about the art. Hands-on
demonstrations as well as ready to use lesson ideas can be adapted to
any grade level with ease.
In this session, educators who have feared the idea of STEM will fear it
no more. This presentation uses a hands-on approach to introducing the
basic elements of STEM into any classroom. Be prepared to get involved
as you participate in STEM simulations with basic items that you can
find almost anywhere. Grow your confidence level in this area as you
discover that STEM really is in everything we do.
This session provides an overview of research conducted at UConn’s
CT Writing Project that has been practiced and implemented within
the classroom setting. Language arts Challenge (G/T) resource teacher,
Shirley Cowles, will present creative ways to build a literary zone in
the classroom setting with a focus on elements and traits of voice and
developing your own voice as a writer. Creative writing activities
around the development of voice will be practiced. Bring a notebook/
device and be prepared to find your own voice!
Education is about understanding—not merely of the knowledge related
to a specific discipline or parental/educational strategy—but also of the
immense variation of our children's and students’ social, emotional, and
educational backgrounds. The development of higher-order thinking
skills, problem solving techniques, creativity, and autonomous learning
should serve as the foundation for the emergent and realized potential
of the children we raise and the students we teach. Learn more about
the strategies, practices, tools and resources available to parents and
educators, while recognizing the benefits of a focus on interest and
learning styles.
In this session, we will have administrators and leaders of schools
who have been implementing the SEM for several years discuss their
successes and struggles. Administrators new to the SEM will be able
to ask questions, hear new ideas, share inspirations, and discover the
team of educators with whom they have so much in common when
it comes to education. The opportunity for brainstorming, collecting
and sharing resources, and discovering how the SEM can best work for
all involved in students’ education will be the highlight of the session.
Additional resources, guiding questions, and Type I speakers will be
facilitated for discussion.
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WEDNESDAY, JULY 13 - Special Topics - 3:30-5:00 PM
Room
LH 307
Topic/Presenter
Embedding Debates
to Teach Critical
Thinking Skills
(Part 2)
Katy Field
LH 206
Creativity and
Attention Divergent
Hyperactive
Giftedness
Matthew Fugate
LH 301
Enrichment-Talent
Development-5
Dimensions of
DifferentiationGoQuest
(Part 2)
Toni Kubousek
LH 109
Future Problem
Solving (FPS): How to
Coach Global Issues
Problem Solving
Teams
(Part 1)
Samantha Randazzo
Middle School SEM
Program PATHWAYS
Advisory Meeting
WSRH 113
Barbara Slatin, Suany
Ramos, Rosa Almonte,
Brittany Spatz, Ellen
Barrett, & Nicole
Carccia
Special Topic Description
This two-part session will use hands-on activities to show educators
a model for embedding policy debates that scaffolds the teaching of
critical thinking and research skills. We will spend time discussing
differentiation options, assessment techniques, and strategies for
maximizing student engagement. Copious handouts will be provided
(and digital copies made available). This technique is primarily designed
for social studies classrooms, but has easy cross-applicability to science,
English language arts, and extracurricular clubs. *Laptops recommended.
For decades, researchers have focused on the importance of creativity
in education. To foster creativity in the classroom, it is important to
approach education from a strengths-based perspective as opposed to
focusing only on remediating weaknesses. This is especially beneficial
for gifted students with co-occurring learning differences such as ADHD.
In this session, we will examine the research on twice-exceptionality
and explore the practical implications these findings have for educators
as they work to construct creative classroom environments.
The research-based Renzulli Profiler quickly identifies each student’s
interest, abilities, expression styles and learning preferences. Profile
information is utilized in the GoQuest management system to provide
students with personalized libraries of web links for research and
exploration, and to provide teachers with tools to create assignments
differentiated by topic, interest, expression style, standards and more.
Participants will develop a working understanding of the Renzulli
Profiler from the teacher perspective, and will try out the student
experience: creating a profile, exploring personalized resources, and
engaging in a differentiated assignment.
Participants will receive a brief overview of the Future Problem Solving
program and the opportunities available for creative competition within
this international program for students in grades 4-12. Participants will
collaborate to solve a future scenario just as students do when they
compete in the Global Issues Problem Solving portion of FPS. Tips for
coaching successful teams, both competitively and as an enrichment
activity, will be provided.
Please join us for the annual 21st Century Advisory Meeting of New York
City Middle Schools; PSMS 188 M and MS 144 Bx. These schools have
been implementing an expanded day program providing customized
academic instruction and a comprehensive SEM program for high-risk
adolescents from 8 a.m. to 6 p.m. At this convening the 144 team will
highlight their Inquiry Team Process for ELA/ Math instruction. The
188 team will share their innovative approach to Social Emotional
Learning. We invite school leaders and their teams to join us for this
lively, informative and interactive session.
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THURSDAY, JULY 14 - Special Topics - 3:30-5:00 PM
Room
ROWE 130
Topic/Presenter
Creating Calm and
Vitality for Improved
Teacher/Student
Performance
Sandy Bothmer
LH 301
Differentiation of
Learning Preferences:
A Practical Approach!
Rick Courtright
LH 111
Got Voice?
(Part 2)
Shirley Cowles
BUSN 218
The Academy Awards
for Young Adult
Literature
Jeffrey Danielian
Roundtable Discussion
for Principals and
Administrators
ROWE 122
Michele Femc-Bagwell &
Nicole Waicunas
 (Recommended
for Leader’s Forum
Participants)
Special Topic Description
If optimal teaching and learning is to take place in our classrooms, we
must greet our students from a place of equilibrium. Our state-of-being
directly impacts that of our students, especially our GT students who
often come with sensitivities and anxieties related to their giftedness.
We’ll explore mindfulness/energizing practices including breathing
techniques, spirals/labyrinths, and hand gestures (mudras) to help
you and your students create an inner climate of calm and vitality for
improved performance.
Carol Ann Tomlinson’s recommendations for differentiation are
predicated upon recognizing student readiness, interests, and learning
preferences, including learning styles. This session will present a brief
overview of learning styles, considering three major models—Dunn &
Dunn, Myers-Briggs, and Gregorc—with the Gregorc conceptualization
taking the dominant role in the presentation. The rationale for using the
Gregorc approach to style can guide teachers in a practical approach to
differentiate for their students’ preferences—and to understand why
your in-laws drive you crazy!
This session provides an overview of research conducted at UConn’s
CT Writing Project that has been practiced and implemented within
the classroom setting. Language arts Challenge (G/T) resource teacher,
Shirley Cowles, will present creative ways to build a literary zone in
the classroom setting with a focus on elements and traits of voice and
developing your own voice as a writer. Creative writing activities
around the development of voice will be practiced. Bring a notebook/
device and be prepared to find your own voice!
The Academy Awards for YA Literature presents a program that engages
anyone from a small group of students to an entire school community in
an effort to plan, develop, and perform a mock "Academy Awards" show
with a focus on young adult literature. In a nutshell, students read and
nominate books in eight categories, prepare written scripts, and perform
short dramatic pieces or movie previews based on chosen books. All
of the pieces come together during the night when the awards show is
presented. Reproducible handouts and assignment sheets, as well as
examples of student work, will be shown and discussed.
In this session, we will have administrators and leaders of schools
who have been implementing the SEM for several years discuss their
successes and struggles. Administrators new to the SEM will be able
to ask questions, hear new ideas, share inspirations, and discover the
team of educators with whom they have so much in common when
it comes to education. The opportunity for brainstorming, collecting
and sharing resources, and discovering how the SEM can best work for
all involved in students’ education will be the highlight of the session.
Additional resources, guiding questions, and Type I speakers will be
facilitated for discussion.
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THURSDAY, JULY 14 - Special Topics - 3:30-5:00 PM
Room
WSRH 112
Topic/Presenter
Tiering Reading
Assignments Without
Tears!
Cindy Gilson
LH 206
Making a Difference at
Home with M2 & M3
Lauri Kirsch
LH 109
Future Problem
Solving (FPS): How to
Coach Global Issues
Problem Solving
Teams
(Part 2)
Samantha Randazzo
BUSN 215
Ted Ed Clubs: Helping
Kids Share Their
Passions and Expertise
Maria Selke
WSRH 113
Using Online Mapping
Tools and Spatial
Analysis to Foster
Higher-Order Thinking
Melissa Thom
Special Topic Description
Tiering reading assignments is an essential differentiation strategy that
allows for varied levels of students, whether in the general or gifted
education reading classroom, to continuously learn. In this session,
teachers will learn how to construct a tiered reading lesson, anchor
activity, or assessment that incorporates tasks at different challenge
levels. Tiered assignments can be difficult to design; however, with
guidance, resources, and the opportunities to collaborate, participants
will walk away with their own tiered reading assignment ready to
implement!
There’s math… then there’s engaging mathematical practice with
Dru and Teller, the Meerkats whose adventures spark learning in
young mathematicians in the Mentoring Young Mathematicians (M2)
curriculum unit: Using Everyday Measures, Measuring with the
Meerkats. Two gifted coordinators brainstormed during Confratute to
bring that excitement home to 700+ gifted 2nd graders in 40 schools
through Advancing Mathematical Performance (AMP), a collaborative
curriculum grant between their districts. Join them and leave with ideas
to AMP up your students’ mathematical performance!
Participants will receive a brief overview of the Future Problem Solving
program and the opportunities available for creative competition within
this international program for students in grades 4-12. Participants will
collaborate to solve a future scenario just as students do when they
compete in the Global Issues Problem Solving portion of FPS. Tips for
coaching successful teams, both competitively and as an enrichment
activity, will be provided.
Everyone loves watching TED videos to learn new information, but
what if your students could learn how to create their own? TED has
developed free educational materials for 3rd - 12th grade teachers to
help guide students in the research and video creation process. I’ll share
my experience as a club leader and give teachers information on how
they can sign up to participate this coming year.
Are you looking to move beyond the basic recall of physical geography
facts? Are you a geography nut? Come learn about some very powerful
online mapping tools that are completely FREE and will bring layers
of complexity to any lesson. In this session, participants will have an
opportunity to view lessons and curriculum that are available for free
online, as well as to actively participate in mapping activities for U.S.
History or Earth Science. *Laptop recommended.
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CONFRATUTE ENDS
AT 12:00 NOON ON FRIDAY
REMEMBER TO COMPLETE THE POST-CONFRATUTE
SURVEY AND DROP IT OFF AT SOUTH CAMPUS
HOUSING DESK WHEN YOU CHECK OUT
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Hours of
Operation,
General
Information, &
Other Events
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Command Central
Rome Commons (Ground Floor)
Linda Bula, Manager
PICK UP: Bouquets & Brickbats Forms and Drop-Off Box
Confratute Schedules
ConfraNotes Newsletter
Strand Coordinators’ Mailboxes & Appointment Schedules
REGISTRATION INFO:
Housing & Meals Questions
Late Registration, Guest & Visitor Check-In
Replacement Name Badges
SIGN-UP:
Airport Shuttle
Confratute for Credit
Contact Hours
Campus Art Walks
Variety Show
HOURS OF OPERATION:
SUNDAY 3:00 PM - 8:00 PM
MON - WED 7:30 AM - 6:30 PM
THURSDAY7:30 AM - 5:00 PM
FRIDAY7:30 AM - 12:00 PM
OTHER INFORMATION:
Campus, Parking, & Area Maps
Informational Brochures, & Pamphlets
Confratute T-Shirts & Souvenirs
Message Boards (in lobby)
Questions
Dining Hours
Rome Commons Dining Hall (2nd Floor)
SUNDAY, JULY 10
Dinner 4:30 PM - 8:00 PM
MONDAY - FRIDAY, JULY 11-15
Breakfast 7:00 AM - 9:30 AM
Lunch 11:30 AM - 2:15 PM
Dinner 4:15 PM - 7:15 PM
(No Dinner served on Friday)
Rome Commons Ballroom Banquet
Theme: Bookworms
Thursday, July 14
6:00 - 8:00 PM
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Publisher's Display
Rome Commons (Ground Floor)
FREE catalogs from publishers and distributors are available for your
selection in the Rome Hall Lobby.
A small selection of donated books, curricular materials, and reference texts related to gifted education,
enrichment, differentiation, and talent development is available for your perusal in Command Central.
The Confratute Bibliography is available at
http://www.confratute.uconn.edu/About_Confratute.html
Prufrock Press, Inc.
Rome Commons Portico Area
(Ground Floor)
Representatives from Prufrock Press, Inc. will have materials available for perusal and purchase. You
may pick up your pre-order during this time as well.
Monday - Thursday
8:00 AM - 6:00 PM
ZOID & Company
Rome Commons Lobby
(Ground Floor)
Math supplies, manipulatives, books, puzzles, and games will be available for perusal and purchase.
Wednesday
Thursday
12:00 PM - 6:00 PM
8:30 AM - 3:30 PM
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The Barnes & Noble Bookstore
will host a reception for Confratute Participants
Monday, July 11
4:00 - 6:00 PM
Light Refreshments
DISCOUNT ON EDUCATION BOOKS* during the Reception.
The bookstore offers a great selection of teacher
resource materials, books about Connecticut,
souvenirs, pleasure reading, arts and crafts supplies,
and a large selection of books for children.
This location is a short walk from south campus:
Barnes & Noble Bookstore at Storrs Center
One Royce Circle, 101
Storrs, CT 06268
http://www.barnesandnoble.com/
HOURS:
10:00 AM to 9:00 PM Monday-Friday
10:00 AM to 7:00 PM Saturday & Sunday
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THE VARIETY SHOW
Coorindator, Gail Herman
Calling all performers - beginners and “pros," alike! Here’s your chance to contribute and have fun! Join the line
dancers, the chorus, or gather a group from your district. Share something you’ve learned or created. We invite you
to participate in the annual Confratute Variety Show, which will take place Thursday, July 16, beginning at 8:30 PM in
von der Mehden Recital Hall. The Variety Show will showcase 2-5 minute INDIVIDUAL AND GROUP performances of
songs, skits, dances, poetry, puppets, mime, monologues, instrumental music, stories, and other creative endeavors.
Requirements for Participation
• In order to share your presentations, interested individuals and groups will need to attend JUST ONE of
the following rehearsals in von der Mehden auditorium: Monday 3:45-5:00 PM; Tuesday 3:45-6:00 PM;
Wednesday 3:45-6:00 PM. At the rehearsal the crew will note the microphone levels, lighting needs, as well
as other staging needs. In order to know where to place you or your group in the program we will also need
to time your act (2-5 minutes) and note the type (musical, dance, skit, monologue, poetry, comedy, novelty act,
group or solo act, etc.). If you have sheet music, bring it or bring it on flash drive or CD. (Flash drive is better.)
• Please fill out the Variety Show Form available at rehearsal or at Command Central. Bring the form to Gail
Herman at rehearsal or leave it in the Variety Show Box at Command Central. Gail will also have some blank
forms available at rehearsals.
• Our DEADLINE is Wednesday, July 15 at 5:30 PM. (Rehearsal continues till 6:00 PM on Wednesday.) The
program and order of acts will be set by Thursday morning!
• A few acts might need additional touch-up rehearsals on stage, Thursday 3:45 - 5:00 PM in VDM. However,
we cannot accept new acts on Thursday! Sorry. So attend a rehearsal earlier in the week.
We look forward to seeing you at our 39th Confratute Variety Show in von der Mehden (VDM) Thursday at 8:30
PM! The show is always a highlight, so you won't want to miss it.
CONFRACHORUS
Chorus Director, Benjamin Lacina
In the ConfraChorus you will sing, make joyful sounds, and (most of all) have fun. No expertise or prior
experience needed; there are no auditions, and everyone is welcome. The only requirement is that you
like to sing, think you’d like to sing, or want to be convinced you like to sing! For those of you who think
“I can’t sing,” well, you can. (You may have just forgotten!) Anyone who communicates orally can—and
does—sing. Risk-taking is strongly encouraged and fully supported. Experienced singers as well as
beginning choristers, including those who have simply lost touch with their inner singer, are encouraged
to participate daily. Give it a try and join us!
The Chorus debuts in the Variety Show on Thursday, July 14. Rehearsals are held Sunday, 5:30-7:00 PM;
Monday - Wednesday, 7:00-8:30 PM in MUSB 102 (MUSB). A dress rehearsal will be held in von der
Mehden Recital Hall on Thursday, July 14, 12:15-1:00 PM to prepare for the evening performance.
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Confratute for Graduate Credit
Confratute can be taken for graduate credit and is fully accredited in Educational Psychology at the University of
Connecticut, earning you three (3) graduate credits in either EPSY 5195: Workshop in Education or EPSY 5198:
Curriculum Lab. Additionally, all of our strands for Confratute are offered through the Educational Psychology
Gifted and Talented Department at the University of Connecticut and may be considered for purposes of teacher
certification in the field of gifted in some states.
APPLICATION AND PAYMENT FOR CREDIT
Application and payment for graduate credit is accepted in Command Central Tuesday through Friday. Application
for credit after the conclusion of Confratute is not accepted. Payment for academic credit is a separate, additional
cost beyond the Confratute registration fee. A tuition fee in the amount of $2,172.00 for three (3) graduate
credits is due when you apply. An additional one-time enrollment fee of $65.00 and a Technology Fee of $30.00 are
required for non-degree students. Degree students pay an additional enrollment fee of $45.00 and other activity
fees as required. Payment is to be made by cash, check, money order, purchase order, credit card, or electronic check.
Students (via the Student Administration System) and Authorized Users (via the E-bill and Payment Suite) can make
a payment with VISA, MasterCard, Discover, American Express, JCB, BC Card, DinaCard and Diner’s Club. Participants
paying by credit card will have to provide a home e-mail address to be e-billed or they can pay by electronic check.
Degree students will pay directly in their PeopleSoft Financials account. *A 2.75% convenience fee will apply to your
transaction and is required to offset the expense of offering credit cards as a payment option and is paid directly to the
credit card processor. Participants can pay by electronic check to avoid the credit card transaction fee.
STRAND SELECTION AND PRODUCT DEVELOPMENT
Participants who register and pay for graduate credit will select a strand as their “major” and work independently
with their strand coordinator to develop an independent project or product to fulfill the requirements for earning
credit in either EPSY 5195: Workshop in Education or EPSY 5198: Curriculum Lab. Guidelines for product
development will be discussed in each strand and will be included in the information you receive when you arrive
at Confratute. Complete the product and submit it to the strand coordinator during Confratute to have your grade
submitted to the Registrar. If you wish to have your coordinator return your project, enclose an envelope addressed
to you with sufficient postage. The cover page of your project should be a copy of your approved Management Plan,
which is included in your participant packet. If you need your grade submitted prior to October 1, 2016, please
inform your strand coordinator and request that your grade be submitted early. Products or projects not completed
by the end of Confratute must be completed and grades submitted by the instructor within one year of application.
Transcripts can be requested through the Registrar’s website at registrar.uconn.edu/transcripts/. There is no fee
for this transcript service.
INTERNATIONAL PARTICIPANTS
Confratute International participants may apply for credit as non-degree students by first completing the I-20 and
Financial Declaration Forms 3 months before arriving to campus; however, Immigration and Naturalization Service
(INS) regulations may restrict or prohibit registration for credit by students who are not citizens of the United States
of America. It is the student’s individual responsibility to comply with INS rules and regulations. When applying for
a visa, please be sure to verify that your visa category will allow you to enroll for credits. Check the Office of Global
Affairs website isss.uconn.edu/ for information, forms, and procedures.
CONTACT HOURS
Attendees can earn a maximum of 33.5 contact hours of participation at Confratute by attending a full schedule of
keynotes, strands, special topic sessions, and other activities. To receive contact hours, A Planning and Documentation
Guide must be completed and returned to the Credit Desk at Command Central before you leave Confratute. You
may NOT receive academic credit and contact hours for the same activity from UConn. The Contact Hours given by
the State of Connecticut may or may not be honored by other state agencies.
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raduate Courses in Gifted and Talented Education
The University of Connecticut offers these natural extensions of your Confratute experience.
Join an exceptional group of educators from all over the world to pursue
graduate level coursework in:
• Gifted Education • Classroom Enrichment • Thinking Skills
• Curriculum Development • Creativity
The Three Summers Graduate Program
ATTEND CLASSES IN CONNECTICUT FOR 2-3 WEEKS FOR THREE SUMMERS
EASY ONE-STEP COURSE REGISTRATION
NO OUT-OF-STATE TUITION FEES
Our convenient, compacted course schedule is ideal for educators with numerous family and professional
responsibilities. Choose from over a dozen summer courses and school year interactive web-based courses
or interactive on-site experiences. Our family atmosphere, casual summer style, and the ease of weekend
trips throughout New England make the Three Summers Program ideal for educators who are looking for
fellowship and sense of community with other dedicated professionals. Learn how classroom teachers,
enrichment specialists, and administrators can create enrichment activities and activity-based curriculum
units to encourage talent development in all of our students.
Summer Faculty: Drs. Susan Baum, Jann Leppien, Sally M. Reis, Joseph S. Renzulli, Del Siegle, & Mary Sullivan
Online Graduate Courses and Master’s Degree
TAKE YOUR TEACHING CAREER TO THE NEXT LEVEL
WITH OUR ONLINE GRADUATE COURSES
• Online discussions promote asynchronous interactions between instructor and classmates.
• Course projects are pertinent to your goals.
• Registration and course work are completed online.
• Enroll in one or two courses, a four-course graduate certificate, or an entire
Master’s degree (in conjunction with attending Confratute).
• Choose from the largest selection of online, gifted education courses.
Informational Meeting
Wednesday, July 13
5:30 PM in WSRH 112
For additional information about these programs or about the Residential Doctoral
Program visit our website: www.gifted.education.uconn.edu
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Banking and Health Services
Banking and ATM Facilities:
People’s Bank has a branch office with an ATM located at the University Co-op Bookstore (COOP). Other
ATMs are also located in the Student Union (SU) and on the second floor outside of the Rome Commons
Dining Hall.
Health Services:
University Health Services (WSH) will provide primary care services for Confratute participants. They
have been supplied with a list of all attendees. The agreement includes the following:
1. University of Connecticut Health Services has implemented a fee-for-service business model. Medical
visits at UConn SHS involve an office visit charge. All charges are the responsibility of the patient.
2.
Health Services is a participating provider with:
a. Anthem Blue Cross/Blue Shield of CT & affiliated BC/BS’s nationwide
b.Aetna
c.Cigna
d.Healthnet
e. United Healthcare/Oxford
f.Connecticare
We also accept patients covered by Connecticut Medicaid.
All chargeable services will be billed directly to these plans on behalf of patients for whom current
insurance information is available. Upon request, forms for filing claims with other insurance plans
will be provided to you.
3. Attendees who are taking Confratute for university credit will be eligible to access all care available at
SHS. Bring the credit registration receipt to Health Services, along with your insurance card and means
of payment. Insurance copayments will be collected at time of service and can be processed by cash,
check, Husky Bucks or credit/debit card (MC, VISA, or Discover).
4. Attendees who are NOT taking Confratute for university credit are encouraged to seek care at the UCHStorrs urgent care facility on Royce Circle in downtown Storrs. Insurance card and means of payment
will also be expected. Urgent care will be open Monday through Friday, 9A-9P and weekends 9A-5P.
Urgent care is staffed with Emergency Medicine Physicians and Physician Assistants, and can provide
treatment for non-life threatening illnesses and injuries. They are able to serve the entire family and
can handle a variety of conditions ranging from sinus infections and pneumonia to cuts that need
stitches, breaks and sprains, and more. For more information, call (860)487-9300.
5. The hours of Student Health Services are 8:30 AM - 4:30 PM, Monday - Friday. They are closed on
weekends. To make an appointment, call (860) 486-2719.
6. Health Services provides primary acute care and is not an emergency department. If an individual
requires management of a chronic problem or condition, Health Services is not to be considered a
replacement for one’s own primary care physician. If an individual is seriously ill (i.e., chest pains, head
trauma, profuse bleeding), he/she should dial 911 and be taken to the nearest hospital via ambulance.
7. A list of local physicians and dental offices is available at Command Central. Emergency care is available
at Windham Community Memorial Hospital which is located a few miles south of campus in Willimantic.
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Staying Connected at Confratute
Messages:
In case of an emergency, the Conference Housing Desk may be contacted at 860-486-2697. If family or
friends wish to contact you during the conference, they can leave a message for you at the Conference
Housing Desk anytime; however, you will have to check for messages at the housing desk or on the bulletin
board in the lobby.
Fax:
Faxes can be sent and/or received at the Union Central Exchange Convenience Store located at the Student Union (SU). HOURS: Monday - Friday: 9:00 AM – 3:00 PM PHONE: 860-486-3128
Mail:
Incoming and outgoing mail is exchanged through the Conference Housing Desk or posted at outgoing
mailboxes located in the UConn Co-op (COOP) or in front of the Student Union (SU). Stamps may be
purchased at the UConn Co-op or the Storrs/Mansfield Post Office (USPO) located on South Eagleville Rd.
Extension, approximately 1/2 mile south of the South Campus dorms.
Email Access:
Most areas on campus have wireless Internet access and there are areas on campus within walking distance
that have computers available for Internet or email access as well.
Computer Workstations are available for use in the following locations:
• On Level B and Level 1 of the Homer Babbidge Library (HBL)
Monday – Thursday, 8:00 AM - 9:00 PM
Friday, 8:00 AM - 5:00 PM
Saturday, 12:00 PM - 5:00 PM
Sunday, 12:00 PM - 5:00 PM
• Homer Babbidge Library - Room EC1 (HBL)
Monday – Thursday, 8:00 AM - 9:00 PM
Friday, 8:00 AM - 12:00 PM
(22 workstations)
•Bookworms Café - Plaza Level of the Homer Babbidge Library (HBL)
Monday – Friday, 7:30 AM - 3:00 PM
(18 workstations)
Facebook:
Confratute has a fan page! Become a fan of Confratute and receive announcements throughout the year.
http://www.facebook.com/Confratute
Twitter:
Follow Confratute at http://twitter.com/Confratute. If tweeting during Confratute, tag your
tweets with #confratute2016.
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The TOP Staff “Picks” in the Field of Gifted Education
Baum, S., & Reis, S. M. (2004). Twice-Exceptional and Special Populations of Gifted Students. Thousand Oaks, CA: Corwin Press.
Clark, B. (2012). Growing up gifted: Developing the potential of children at school and at home (8th ed.). Upper Saddle River, NJ:
Pearson Education.
Davis, G. A., Rimm, S. B., & Siegle, D. (2011). Education of the gifted and talented (6th ed.). Boston, MA: Pearson.
Dixon, F. A., & Moon, S. M. (2006). The handbook of secondary gifted education. Waco, TX: Prufrock Press.
Gentry, M., & Mann, R. (2009). Total school cluster grouping and differentiation: A comprehensive research-based plan for raising
student achievement & improving teacher practices. Mansfield Center, CT: Creative Learning Press.
Hébert, T. (2011). Understanding the social and emotional lives of gifted students. Waco, TX: Prufrock Press.
Heilbronner, N. N., Heilbronner Munoz, J., Heilbronner, S., & Heilbronner, J. (2011). 10 things not to say to your gifted child: One
family’s perspective. Scottsdale, AZ: Great Potential Press.
Neihart, M., Reis, S. M., Robinson, N. M., & Moon, S. M. (Eds.) (2002). The social and emotional development of gifted children.
Waco, TX: Prufrock Press.
Plucker, J. A., & Callahan, C. M. (Eds.) (2008). Critical issues and practices in gifted education. Waco, TX: Prufrock Press.
Reis, S. M. (2009). Joyful reading. San Francisco, CA: Jossey-Bass.
Reis, S. M. (2009). The joyful reading resource kit. San Francisco, CA: Jossey-Bass.
Reis, S. M. (1998). Work left undone. Mansfield Center, CT: Creative Learning Press.
Renzulli, J. S., Gubbins, E. J., McMillen, K. S., Eckert, R. D., & Little, C. A. (Eds.). (2009). Systems and models for developing programs
for the gifted and talented. Mansfield Center, CT: Creative Learning Press.
Renzulli, J. S. (Ed.). (2004). Identification of students for gifted and talented programs. Thousand Oaks, CA: Corwin Press.
Renzulli, J. S. (2016). Reflections on gifted education: Critical works by Joseph S. Renzulli and colleagues. Sally M. Reis, (Ed.) Waco,
TX: Prufrock Press.
Renzulli, J. S., Gentry, M., & Reis, S. M. (2003). Enrichment clusters: A practical plan for real-world, student-driven learning.
Mansfield Center, CT: Creative Learning Press.
Renzulli, J. S., Gentry, M., & Reis, S. M. (2014). Enrichment clusters: A practical plan for real-world, student-driven learning (2nd
ed.). Waco, TX: Prufrock Press.
Renzulli, J. S., Heilbronner, N., & Siegle, D. (2011). Think data…getting kids involved in hands-on investigations with data-gathering
instruments. Mansfield Center, CT: Creative Learning Press.
Renzulli, J. S., & Reis, S. M. (2014). The Schoolwide Enrichment Model: A How-To-Guide for Talent Development (3rd ed.). Waco,
TX: Prufrock Press.
Renzulli, J. S., & Reis, S. M. (1997). The schoolwide enrichment model. Mansfield Center, CT: Creative Learning Press.
Siegle, D., & McCoach, D. B. (2005). Motivating gifted students. Waco, TX: Prufrock Press.
Sternberg, R. J., & Davidson, J. (Eds.). (2005). Conceptions of giftedness. New York: Cambridge University Press.
Tomlinson, C. A. (2001). How to differentiate instruction in mixed-ability classrooms. Alexandria, VA: Association for Supervision
and Curriculum Development.
VanTassel-Baska, J., & Little, C. A. (Eds.). (2011). Content-based curriculum for high-ability learners (2nd ed.). Waco, TX: Prufrock.
VanTassel-Baska, J., & Stambaugh, T. (2006). Comprehensive curriculum for gifted learners. Boston: Pearson Education.
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Fitness Options
Participants are invited to explore the many recreational and fitness opportunities
available on the UConn campus.
Hawley Armory Fitness and Wellness:
Hawley Armory Fitness and Wellness (HAWL), offers aerobics & toning classes, access to a fully
equipped weight room, resistance machines, treadmills, and stationary bikes. Punch passes for 5
exercise classes or fitness center visits is $25. One drop-in session is $5. Exercise class schedules
are available online at http://cag.uconn.edu/ahs/hawley/. The Fitness Center can
be reached at 860-486-1119.
Hours: Monday-Friday, 7:00 - 9:00 AM; 11:30 AM - 2:00 PM; 4:00 - 7:00 PM
Student Recreation Facility:
The Student Recreation Facility (SRF) offers racquetball, fitness rooms, free weights,
gymnasium, indoor track, and swimming pool. Hours are Monday - Friday, 6:00 AM8:00 PM and weekends 10:00 AM-4:00 PM. For your health & safety, all users are required to wear
full T-shirts or tank tops and gym shoes at all times. Participants may access these facilities with
the purchase of a daily pass for $5.00 a day. Purchase passes from our Customer Service Desk at
the time of your visit. Cash or check only. The Student Recreation can be reached at 860-486-0002
or online at http://recreation.uconn.edu/.
Biking:
Maps of suggested biking routes through the surrounding area are available at Command Central.
Please remember that the Northeast corner of Connecticut is noted for its rural character and rolling
terrain. Bike routes are along public roads without isolated bike paths.
Dance Lessons:
Line Dancing with Barbara Forshag, Monday & Tuesday, 5:30 - 6:15 PM at ROME on the patio.
Morning Walks:
Staff members will lead 30-45 minute walks around campus every weekday, meeting at 6:30 AM
on the South Campus Patio.
Walking/Jogging:
The University of Connecticut is situated on 3,100 rural acres with gardens, plantings of rare trees,
and a variety of birds and other wildlife. Maps for routes of different distances and difficulty levels
are available at Command Central.
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Wireless Internet Access
UCONN-GUEST is a non-encrypted, non-secure wireless service that guests to UConn may use to
access the internet. However, access to UConn resources may be restricted.
Login Credentials & Requirements
Agreement to the Individual Responsibilities with
Respect to Appropriate Use of IT Resources
policy required.
Security Type: Open
Encryption Type: None
GuestID Self-Registration
Instructions
1. Click the wireless icon in the task bar.
2. From the available networks listed, click
“UCONN-GUEST.”
3. Click “Connect.”
click image to enlarge
4. Read the Individual Responsibilities with Respect
to Appropriate Use of IT Resources policy.
12. Click “I Agree“.
You should now be able to access the Internet.
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Download the Confratute 2016 Event App
Your one-stop guide to everything Confratute!
To Download the App
Go to the app store for your device and search for the “Confratute” app by KitApps, Inc.
The app is available for iOS and Android devices.
A web version of the app is also available! Click the app tab at
http://confratute.uconn.edu/ or visit http://53zo3k.m.attendify.com/.
Using the App
• Sign up to create a profile! This will allow you
to build your personalized schedule, share
photos and posts to the activity stream, and
network with other Confratute attendees.
• Opt in to receive push notifications to
stay up-to-date with Confratute news and
announcements.
• Use the menu at the top left to access
schedules, staff and presenter biographies,
the campus map, and more.
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PERSONAL LOG
LOOKING FOR HANDOUTS?
Electronic copies of some of the presenters'
handouts can be found on the
Confratute website
www.confratute.uconn.edu/handouts_offerings
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Biographies
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CHRISTINA AMSPAUGH
Chris Amspaugh is graduate assistant at the University of Connecticut, where she is pursuing a
Ph.D. in Educational Psychology with concentration in gifted education, as well as a graduate certificate
in Program Evaluation. A 2006 graduate of UConn’s Three Summers Master’s Program, she also holds a
degree in Music Education from Miami University. Chris taught elementary gifted language arts and math
as a Gifted Intervention Specialist in Ohio for eleven years, in addition to teaching private percussion
lessons. A bit of a tech geek, she has provided support for many years as a CMEr, technology coordinator,
and on-site coordinator. This fall, she will be teaching courses in creativity and classroom assessment at
UConn. When she is not studying or teaching, Chris can be found working in her vegetable garden, out
fishing, or spending time with her dogs, Sasha and Zeus.
SUSAN BAUM
Susan Baum, Ph.D. is Director of the 2E Institute for Research and Professional Development at
Bridges Academy, co-director of the International Center for Talent Development and academic coordinator
for the International Graduate Program for Educators at SUNY, Buffalo State College.. Professor Emeritus
from The College of New Rochelle, Dr. Baum is well known for her seminal work in the education of twice
exceptional children and has published extensively on the topic. Susan is an international consultant and
an inspirational speaker. From Addis Ababa to Tegucigalpa to Mozambique to Zagreb Susan spreads the
word about talent development worldwide. Her extensive experiences in promoting achievement for bright
youngsters at risk make her presentations both practical and theoretically sound. Susan has served on the
Board of Directors of the National Association for Gifted Students and is past president and co- founder
of the Association for the Education of Gifted Underachieving Students. She is recipient of the Weinfeld
Group’s Life-time Achievement Award, 2012 CAG Friend of the Gifted Award, and the 2015 Neag Alumni
Distinguished Professional Award for her work in educating the twice exceptional child.
AARON BECKER
Aaron Becker, 2014 Caldecott Honor-winning illustrator was raised in Baltimore where he dreamed
about space and drew. As an adult, it did not occur to him to make a living at art. However, he grew up to be
a web designer, study at art school in Pasadena, work on the film adaptation of The Polar Express (where
he learned the fundamentals of storytelling), and have his first book, Journey, receive rave reviews, earn
a New York Times Best Illustrated Children’s Book of 2013 and a 2014 Caldecott Honor. You can visit him
at www.storybreathing.com.
VIDABETH BENSEN
Vidabeth has been a screen printer since college days. She has a BA in Art Education and completed
a Master’s Degree in the Three Summers Program at UConn. She was a TAG specialist at Seoul American
Elementary School in Korea and taught Art at Yokota High School near Tokyo, Japan. During 27 years
overseas Vidabeth exhibited her original prints in solo and group shows in Germany, Morocco, Japan, and
Korea. Since returning to the States, Vidabeth has continued to pursue her career as a printmaker and
exhibits extensively in North Carolina and throughout the U.S. She has also been an artist in residence in
schools in North Carolina and for DODDS schools in Germany, Turkey, Japan, and England. She regularly
presents workshops for the North Carolina Art Education Association and the National Art Education.
Her book, "A Simple Guide to Screen Printing" co-authored with Barbara Forshag, was published by Royal
Fireworks Press in 2010. Vidabeth was chosen North Carolina Retired Art Educator of the Year for 201314.
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RICHARD BOTHMER
Richard is a teacher, a marine biologist, and a former scientific diver for the Smithsonian Institution.
Richard often opines that scientific divers and teachers have a lot in common. They both have the same
first rule: avoid being eaten alive. Of course, teaching is the more hazardous of the two, since teachers can’t
carry a spear gun, and a sharp mind will devour the unprepared as quickly as sharp teeth. Worse yet, you
are still around to remember it. Richard spends much of his time working with larval humans. Now and
then he does staff development with the adults of the species.
LAUREL BRANDON
Laurel Brandon is a Ph.D. student studying giftedness, creativity, and talent development at the
University of Connecticut. Laurel graduated from the Three Summers master's program in 2013, while she
was an elementary school teacher for six years in Phoenix, Arizona. She taught 3rd-6th grade students
of all ability levels in gifted cluster, pullout, and self-contained gifted classes. She enjoys making, playing
piano, singing, practicing martial arts, reading, writing, gaming, and hiking.
CARLA BRIGANDI
Carla Brigandi is an Assistant Professor of Gifted Education at West Virginia University. She earned
her Ph.D. in Educational Psychology with a focus on Gifted Education and Talent Development from the
University of Connecticut. Prior to that, Carla was a classroom teacher for 15 years. She taught both
mathematics and gifted education and in 2012, she was elected Windsor High School educator of the year.
Carla presents nationally and internationally on topics related to gifted education and the Schoolwide
Enrichment Model. She has been teaching at Confratute since 2011 and last year served as Confratute Onsite Coordinator. Her current research interests include secondary enrichment programs and the effects
of participation in enrichment programs on gifted secondary school students.
KATHERINE BROWN
Dr. Katherine Brown is the enrichment specialist at Judia Jackson Harris Elementary Charter School
in Athens, Georgia where she leads the implementation of innovative practices. In addition to working
in a public school setting, Katherine is an adjunct faculty member in the Gifted and Creative Education
program at the University of Georgia and teaches courses on gifted program development and curriculum.
Her teaching and research interests focus on the learning opportunities for gifted students in the regular
education classroom, specifically related to differentiation, process skill development, and problem-based
learning. She has been recognized for her work in promoting equitable identification and high quality
services to underrepresented groups as the 2014 recipient of the Georgia Association for Gifted Children
Mary Frasier Equity and Excellence Award.
LINDA BULA
Linda is a 1992 graduate of our Three Summers program. She worked for the Mecosta-Osceola ISD
as a special education teacher and later as a Teacher Consultant for 28 years. She retired five years ago
and has been busy with Organizers For Youth providing after school tutoring and recreational activities.
She is also very active with her local AMVETS post. Along with community service programs, she still finds
time to quilt, garden, and work on home improvement projects.
JANA BURCH
Jana began her career teaching gifted students. She taught middle school and elementary school in
Georgia, Japan, California, and Virginia. She taught graduate courses in gifted education for the University
of Virginia before opting for an outdoor learning environment. She bought some goats, planted a vineyard
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and started dabbling in cheese and wine making. She has returned to academia (still making wine...) and
is pursuing a doctoral degree in educational leadership and policy studies at Tarleton State University
where she also serves as a doctoral research fellow. She researches in the areas of creativity, student
engagement, curriculum design, stress and learning, leadership, and experiential learning. She arrives
each summer to play with blood spatter and crime scenes at Confratute with her superhero partners in
crime, Dave and Kevin. Jana just celebrated her 30th wedding anniversary with her husband, Jerry. They
have four children: John, Jordan, Jillian, and Jacob.
RICHARD COURTRIGHT
Dr. Richard D. Courtright serves as Gifted Education Research Specialist for the Talent Identification
Program (TIP) at Duke University in Durham, NC. He also holds the position of lecturing fellow in the
Duke University Program in Education, and has served as an adjunct assistant professor in the School of
Education at Elon University. Rick earned his bachelor’s and master’s degrees in intermediate education
at UNC-Chapel Hill, and his PhD in special education leadership, also at UNC. A lifelong educator with more
than 40 years of experience in PK-12 public education, Rick has been an elementary and middle school
classroom teacher, and a gifted program administrator for the Chapel Hill-Carrboro City Schools and the
Winston-Salem/Forsyth County Schools in North Carolina. He has co-written and co-edited several works,
has taught a variety of courses and workshops in gifted, general and special education, has presented at
state, regional, national and international conferences. Rick has provided consultation to schools and
districts interested in delivering differentiated programs for gifted and talented students. He has served
multiple terms of office on the Board of Directors of the North Carolina Association for the Gifted and
Talented, awarding him the Distinguished Service Award for lifetime achievement in 2015.
KEN DICKSON
For over 40 years, Ken has served as a curriculum administrator and a member of numerous Boards
and committees that support exceptional needs learners, including The Association for Gifted-Council for
Exceptional Children where he serves as Child Youth Advocacy Network Coordinator; CEC’s Culturally and
Linguistically Diverse Exceptional Learners Division; The Twice-Exceptional Community of Practice; and
The National Alliance for Black School Educators. Ken frequently contributes to various publications and
forums on relationships between gifted/special education, equity and diversity. He currently serves as
a consultant/advocate for children with gifts, talents, and learning challenges. He is currently expanding
his Educational Support & Consulting Network (ESCN) Services. ESCN focuses on cultural diversity,
educational equity and advocacy; educator development for meeting academic, social, and emotional needs
of gifted learners, and gifted learners with learning disabilities overcoming underrepresentation in gifted
programs; and extended learning programs and academic support to help low-achieving children in high
poverty schools master challenging curricula.
SALLY DOBYNS
Dr. Sally M. Dobyns earned her master’s and doctoral degrees at the University of Connecticut,
specializing in gifted education and talent development. In 2013, she retired from University of Louisiana
at Lafayette, where she served as a professor in the Department of Curriculum and Instruction for 21
years, as well as Director of the Center for Gifted Education and Coordinator of the M. Ed. Program in
Gifted Education. Sally is currently an educational consultant and also an adjunct professor at Western
Connecticut State University and Buffalo State University (SUNY), where she teaches graduate courses
in general education and in gifted education and talent development. Sally enjoys cycling, birding, and
investigating old cemeteries. She is an avid grandmother to eight grandchildren, who are spread from
Connecticut to Virginia to Louisiana, so travel is her most predictable pastime.
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STACEY EASTERLING
Stacey is a graduate of Kent State University and has a Master's degree from Wayne State University.
In addition, she has completed 15 semester hours of graduate courses required for Florida Endorsement
in Gifted Education. She will begin her 21st year of teaching as well as participating in her 20th summer of
Confratute. She currently teaches 5th grade Reading/Writing and Social Studies at Jerry Thomas Elementary
School in Jupiter, Florida. In her spare time Stacey enjoys traveling, attending sporting events, reading and
spending time at the beach.
JO ANN EASTON
Jo Ann is a Program Administrator at the Neag Center for Creativity, Gifted Education, and Talent
Development. Since 1993 she has assisted Professors Joseph Renzulli and Sally Reis with the planning and
organization of Confratute, the summer institute on enrichment learning and teaching, that has been held
at UConn’s Storrs campus since 1978. Jo Ann completed a B.A. at UConn in December 2010 and continues
her education as a lifelong learner.
REBECCA ECKERT
Rebecca D. Eckert, Ph.D., is an assistant clinical professor in the Neag School of Education at the
University of Connecticut where she works with pre-service teachers as they navigate the joys and challenges
of their first classroom experiences. As a Professional Development Center Coordinator for two partner
school districts, Becky is fortunate to maintain a “foot in both worlds” of academia and public education.
In her former role as the Gifted Resource Specialist for the National Association for Gifted Children, Becky
coedited the book Designing Services and Programs for High-Ability Learners with Jeanne Purcell. Her
previous work at The National Research Center on the Gifted and Talented included participation with
the research team that developed and implemented the Schoolwide Enrichment Reading Model (SEM-R).
Her research interests include talented readers, recruitment and preparation of new teachers, arts in the
schools, and public policy and gifted education. She is a former middle school teacher with experience in
geography, history, and theatre arts.
MICHELE FEMC-BAGWELL
Dr. Michele Femc-Bagwell is a faculty member in the Educational Leadership Department, Neag
School of Education, at the University of Connecticut. Her educational career has been dedicated to
classroom teaching and leadership roles. As a high school English teacher, she implemented the first
Secondary Schoolwide Enrichment Triad Model. She has been a district gifted and talented coordinator,
middle school assistant principal, and principal. She is the co-author of the SEM Secondary InterestA-Lyzer and The ASPIRE Survey (www.aspiresurvey.com), a web application tool used in SEM for
inventorying the assets, skills, professions, interests, relationships and environmental factors associated
with schools and community organizations and aligning the identified resources to support enrichment
experiences, mentorships, and authentic product development. The ASPIRE Survey was recognized as a
Promising Partnership Practice in the 2012 annual collection from the members of the National Network of
Partnership Schools at Johns Hopkins University. As a national and international SEM consultant and annual
presenter at Confratute, Michele guides teachers and school leaders in designing plans for the successful
implementation of the Schoolwide Enrichment Model. In addition to the work she loves, Michele’s life is
blessed by the creativity of her husband Mallory and their six amazing children.
GARA FIELD
Gara B. Field, Ph.D. earned a Master's degree from Harvard Graduate School of Education in the
School Leadership Program ('04), and a doctorate in Educational Psychology from the University of
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Connecticut ('07). As a professor at the University of Georgia from 2007 - 2011, her research interests
included investigating the impact of internet-based technology on reading fluency, reading comprehension,
and student achievement. In 2007, Gara made the move from professor to principal, and she completed her
fifth year as the proud principal of Pleasant View Elementary (PreK – 5) in Providence, RI. Pleasant View
and the Highlander Institute co-wrote a $470,000 RIDE technology grant for PV to become the state's first
model school for blended learning in 2012. Pleasant View (an SEM school), where 87% of students qualify
for free/reduced lunch and 42% receive special education services, is the only elementary school in the
state of Rhode Island to successfully move from priority to rising status in the past four years. Pioneering
partnerships with Summit Public Schools and Facebook have helped Pleasant View's 5th grade faculty
and students navigate the shift from blended to personalized learning in the 2015 – 16 school year. By
the spring of 2016, 80% of PV 5th graders are on or/above grade level in math (59% above/21% onlevel) according to STAR math assessments. On August 1, 2016, Gara will become the Director of Global
Education at Moses Brown School in Providence where her 4 year old daughter Ella will enroll in PreK
this September. Gara and Erin enjoy spending summer days on Lake Winnipesaukee in NH and the North
Shore of MA with family and friends.
JANINE FIRMENDER
Janine M. Firmender, Ph.D., is an assistant professor in the Department of Teacher Education at Saint
Joseph’s University in Philadelphia, PA, where she teaches courses in Early Childhood (grades pre-K to
4) and mathematics education. She earned her doctorate in Educational Psychology with a concentration
in Gifted Education from the Neag School of Education at the University of Connecticut and also focused
on studying mathematics education. Janine’s research interests are in the areas of gifted education and
mathematics education, primarily related to pedagogy and curriculum. In addition, she is interested in
investigating the instructional experiences that influence teachers’ practices and expectations of students.
Janine has presented practitioner and research sessions at and is a member of NAGC, AERA, AMTE, and
NCTM. Currently, Janine is also a member of the NAGC Teaching for High Potential Advisory Board.
BARBARA FORSHAG
Barbara Forshag is a retired teacher/assistant principal of middle schools for 30 years. She has
been a part of Confratute for 25 years as a CMEr, screen printer, and social coordinator of the patio
events. Now, she consults for The Origins Program: Education for Equity presenting summer workshops
on Developmental Designs for middle school teachers across the country. She is a coauthor of A Simple
Guide to Screen Printing with Vidabeth Bensen. Join her at the evening socials for fun and dancing and in
the art studio for a creative strand experience! Barbara also leads a line dancing class at Confratute for all
those interested in dancing the pounds away.
KATHY GAVIN
Dr. M. Katherine Gavin has over 30 years of experience in education as a mathematics teacher,
math district coordinator, elementary assistant principal, and Associate Professor at the Neag Center for
Gifted Education and Talent Development at the University of Connecticut. She is director of Project M3:
Mentoring Mathematical Minds and is senior author on these NAGC award-winning math curriculum units
for talented elementary students. The M3 units are currently being used by teachers in gifted programs
in all 50 U.S. states and in several other countries including Singapore, Hong Kong, and Japan. She is also
director and senior author on the NSF Project M2: Mentoring Young Mathematicians curriculum units for
primary students. Kathy is co-author of the CCSS-aligned middle school math curriculum, Math Innovations.
She has published over 100 articles, book chapters, and curriculum materials on mathematics education
with a focus on gifted students.
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MARCIA GENTRY
Marcia Gentry (Ph.D., UCONN 1996), Professor of Educational Studies, directs the Gifted Education
Resource Institute at Purdue University. She has received multiple grants worth several million dollars in
support of her work with programming practices and underrepresented populations in gifted education. Dr.
Gentry’s research interests include student attitudes toward school and the connection of these attitudes
toward learning and motivation; the use of cluster-grouping and differentiation to meet the needs of
students with gifts and talents while helping all students achieve at high levels; the use of non-traditional
settings for talent development; the development and recognition of talent among underserved populations
including students with diverse cultural backgrounds including Native American youth, and children who
live in poverty. She actively participates in NAGC and AERA; frequently contributes to the gifted education
literature, and regularly serves as a speaker and consultant. Prior to her work in higher education she
spent 12 years as a teacher and administrator in K-12 settings. She enjoys spending time with family and
friends, spending time with her daughter who just graduated from Miss Porter’s School in Farmington, CT
and will attend Purdue this fall, 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 National Association for Gifted Children’s 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!
CINDY GILSON
Cindy M. Gilson is an assistant professor of gifted education at the University of North Carolina at
Charlotte. She graduated from the University of Connecticut with a Ph.D. in Educational Psychology with
an emphasis in Gifted Education and Talent Development in 2014. While a graduate student, she was a
research assistant at The National Research Center on the Gifted and Talented. She also helped establish a
Renzulli Academy in Connecticut for elementary students. Cindy’s areas of interest include differentiated
curriculum and instruction for gifted and talented students, teachers’ questioning and listening behaviors
within the context of classroom discourse, and professional development for both pre-service and inservice educators.
DEB GOLDBECK
Deb Goldbeck is an educational consultant, working nationally with school administrators and
teachers in the areas of differentiation and curriculum compacting, gifted education, and enrichment. In
addition to her experience as a classroom teacher and teacher of the learning disabled, Deb has served
as an enrichment specialist in a Schoolwide Enrichment Program for seven years, assistant principal at a
middle school for three years, and Assistant Director with the Principals’ Executive Program in the Center
for School Leadership at the University of North Carolina for 13 years. Deb loves to read and enjoys hanging
out with friends.
E. JEAN GUBBINS
Dr. E. Jean Gubbins is Professor in the Department of Educational Psychology at the University of
Connecticut. Through grant funding from the United States Department of Education for The National
Research Center on the Gifted and Talented (NRC/GT), Dr. Gubbins implemented research studies focusing
on the curricular strategies and practices in science, technology, engineering and mathematics (STEM) high
schools, reading and mathematics education in elementary schools, professional development, and gifted
education pedagogy for all students. Currently, she is the Associate Director and co-Principal Investigator
for our grant funded center from the United States Department of Education entitled the National Center for
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Research on Gifted Education. We are focusing on exemplary practices in identification and programming
for gifted and talented students as well as identification practices of gifted and talented English learners.
Dr. Gubbins has conducted over 45 program evaluations for school districts around the country and
implemented literacy and arts-integrated evaluations for non-profit organizations. Her research, evaluation,
and teaching interests stem from prior experiences as a classroom teacher, teacher of gifted and talented
students, evaluation consultant, and professional developer. She teaches graduate courses in gifted
education and talent development related to identification, programming, curriculum development, and
program evaluation.
TOM HÉBERT
Dr. Thomas Hébert is Professor of Gifted and Talented Education in the College of Education at
the University of South Carolina. Tom has more than a decade of K-12 classroom experience working
with gifted students and 20 years in higher education training graduate students and educators in gifted
education. He has also conducted research for the National Research Center on the Gifted and Talented
(NRC/GT). He served on the Board of Directors of the National Association for Gifted Children (NAGC).
Tom is the author of Understanding the Social and Emotional Lives of Gifted Students.
GAIL HERMAN
Gail N. Herman, Ph.D. is a professional storyteller, college educator, and artist in residence for
schools. As a former classroom teacher of grades 1, 2, and a coordinator/teacher of a K-8 enrichment SEM
program, Gail's goal is to infuse the arts into the Core with creative movement, mime, visual arts, and drama.
She received her doctorate at UConn in Curriculum and Instruction: Talent Development, and has degrees
in speech and theater, elementary education and aesthetics in education. During the last 30 years Gail
has taught courses in education, and the arts on 4 continents and in 13 colleges including UConn, Lesley
University, Quinebaug Valley, and Garrett Colleges. Most recently her residencies include percussion folk
instruments to encourage students to "Hear Between the Lines" in oral reading of poetry and stories. Gail
just edited Tales of Mischievous Martha, about orphanage experiences and has other stories published
in storytelling anthologies. She is co-author of Kinetic Kaleidoscope: Exploring Movement and Energy in
Visual Arts.
ANGELA HOUSAND
Angela M. Housand, Ph.D., is an associate professor and Coordinator of the Academically and
Intellectually Gifted graduate programs at the University of North Carolina Wilmington. As a former
teacher, Dr. Housand brings an applied focus to her instructional programs for in-service and pre-service
teachers and her research efforts test the effectiveness of the FutureCasting® framework. Over the years,
her work has been presented internationally and published in the Journal of Advanced Academics, Gifted
Child Quarterly, and High Ability Studies, just to name a few. In addition to teaching and research, Dr.
Housand serves the National Association for Gifted Children in both elected and appointed positions. The
goal of her work: Support teachers as they challenge gifted students to achieve their potential. For more,
go to: angelahousand.com
BRIAN HOUSAND
Brian Housand, Ph.D. is an Associate Professor, co-coordinator of the Academically and Intellectually
Gifted Program, and recipient of the Max Ray Joyner Award for Outstanding Teaching is Distance Education
at East Carolina University. Dr. Housand earned a Ph.D. in educational psychology at the University of
Connecticut’s Neag Center for Gifted Education and Talent Development with an emphasis in both gifted
education and instructional technology. He serves on the National Association for Gifted Children’s Board
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of Directors as a Member-At-Large. He researches ways in which technology can enhance the learning
environment and is striving to define creative productive giftedness in a digital age. His website is http://
brianhousand.com
SANDRA KAPLAN
Dr. Sandra Kaplan is currently a Clinical Professor at the University of Southern California. She
has been a teacher and administrator of gifted programs. Her interests are in defining and designing
differentiated curriculum and instruction for gifted learners. Sandra has been an active participant in the
California Association for the Gifted and the National Association for Gifted Children as a board member and
president of these organizations. She has written books and articles in the area of curriculum development
for gifted students generally and for gifted students who represent both linguistic and economic diversity.
BENJAMIN LACINA
Ben serves as Program Manager for Creative Arts Secondary School, a new 6-12 public school in the
Saint Paul Public School district in Minnesota. Previously, he served as Teaching and Learning Specialist
for K-12 Talent Development and six years as Arts Curriculum Integration Coordinator at Anoka Middle
School for the Arts in the Anoka-Hennepin School District. For seven years he served as Music Specialist
for Highwood Hills Elementary School on Saint Paul's East Side, writing and composing music for original
student-written plays and musicals. Ben is the founding Education Director of Young Artists Initiative, an
all-volunteer arts organization in Saint Paul, MN, where he has been part of the artistic team of more than
25 productions over the past 12 years. Ben holds his B.S. Degree in Vocal Music Education, M.S. Degree in
Gifted Education & Talent Development, and Ed.S. Degree in Educational Leadership.
JANN LEPPIEN
Dr. Jann Leppien is an associate professor at Whitworth University in Spokane, WA. She is the
recipient of the Margo Long Chair in Gifted Education, where she teaches in the MAT/GT and Gifted
Education Specialty Endorsement program. She also teaches curriculum and thinking skills courses
online and in the Three Summers program at the University of Connecticut. She has been a classroom
teacher, enrichment specialist, and coordinator of a gifted education program in Montana. Dr. Leppien is
the co-author of The Multiple Menu Model: A Practical Guide for Developing Differentiated Curriculum,
and The Parallel Curriculum: A Design to Develop High Potential and Challenge High-Ability Students and
6 other books on curriculum design for advanced learners. Dr. Jann Leppien has served on the board of
the National Association for Gifted Children and currently is a board member of the Association for the
Education of Gifted Underachieving Students (AEGUS) and serves as an executive board member of the 2e
Center for Research and Professional Development at Bridges Academy School in Studio City, CA (http://
www.bridges.edu/center).
RUTH LYONS
Ruth Lyons, Ph.D., is the Gifted and Talented Coordinator for RSU 22 (Hampden, Winterport,
Newburgh, and Frankfort) in Maine and an adjunct professor. Ruth helped start the Dr. Joseph S. Renzulli
Gifted and Talented Academy in Hartford, CT and was formerly the Academy’s Principal. Ruth received
her Ph. D. in the Educational Psychology at the University of Connecticut, a Certificate of Advanced Studies
in Educational Leadership from the University of Maine, a Master’s of Science in Education from Fordham
University, and a Bachelor’s of Fine Arts from Rochester Institute of Technology.
RACHEL MCANALLEN
Known as “Ms. Math” to children across the country, Rachel McAnallen has devoted her life to
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sharing the joy and beauty of mathematics with learners of all ages. A professional educator for over half
a century, she travels the globe teaching her subject at every grade level. In addition to her experience
in the classroom, Rachel has served as a department chair, a school board member, and a high school
administrator - she claims the latter position is responsible for the majority of her gray hairs. Rachel has
a passion for teaching, golf, and mathematical modular origami, though not always in that order. As a lifelong learner, she has completed her Ph.D. at the University of Connecticut at age 75. Rachel approaches the
world around her with a boundless curiosity and a playful sense of humor that is reflected in her teaching
style. Her teaching philosophy exemplifies that mathematics is a language to be spoken, an art to be seen,
a music to be heard, and a dance to be performed.
DAVE MCGANN
Dave McGann had been employed in law enforcement with the State of Connecticut for over 26
years as a Lieutenant and specializes in Forensic Crime Scene Investigations. Dave is a highly decorated
officer as well as a two time recipient of the State’s Attorney Police Officer of the Year award and has
been a regular attendee of Confratute since 1994. Dave has been called by other departments to assist in
complex investigations and is able to look past the sadness and destruction of a crime scene viewing it as
a puzzle to be solved using physics, chemistry, math and critical thinking. When not working Dave enjoys
time home with his four rescue cats Storm, Tramp, Lady, and Kieko, as well as creating stunning culinary
delights and hand-sewing award winning quilts.
BARRY ORECK
Barry Oreck, Ph.D., directs professional development in the Schoolwide Enrichment Model
and teaches at Long Island University Brooklyn, and SUNY Buffalo. From 1983 to 2001 he directed
ArtsConnection’s arts-in-education programs in over 150 NYC public schools and has consulted in
curriculum, assessment, and program development for the Ohio Department of Education, the Mississippi
School of the Arts, Shakespeare Theatre Company, Young Playwrights Theater, Lincoln Center Theater,
the Metropolitan Opera Guild, and Young Audiences among many others. His research on artistic talent,
self-regulation, and professional development has been published by the National Research Center on
the Gifted and Talented, Arts Education Policy Review, Journal of Teacher Education, and Teaching Artist
Journal, among other publications. His own work as a dancer and choreographer in the duo Nicoll + Oreck
has been produced in New York and around the country.
SALLY REIS
Dr. Sally Reis is the Vice Provost for Academic Affairs, the Letitia Neag Morgan Chair in Educational
Psychology, a Board of Trustees Distinguished Professor, and a University Teaching Fellow at the University
of Connecticut. She was a teacher for 15 years, 11 of which were spent working with gifted students on the
elementary, junior high, and high school levels. She has authored or co-authored over 250 articles, books,
book chapters, monographs, and technical reports. Her research interests are related to special populations
of gifted and talented students, including: students with learning disabilities, gifted females, and diverse
groups of talented students. She is also interested in extensions of the Schoolwide Enrichment Model for
both gifted and talented students and as a way to expand offerings and provide general enrichment to
identify talents and potentials in students who have not been previously identified as gifted. She is the
Co-Director of Confratute, the longest running summer institute in the development of gifts and talents.
JOSEPH RENZULLI
Dr. Joseph Renzulli is a Professor of Educational Psychology at the University of Connecticut, where
he also serves as Director of the Neag Center for Creativity, Gifted Education, and Talent Development.
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His research has focused on the identification and development of creativity and giftedness in young
people and on organizational models and curricular strategies for differentiated learning environments
that contribute to total school improvement. A focus of his work has been on applying the pedagogy of
gifted education to the improvement of learning for all students. He was designated a Board of Trustees
Distinguished Professor at the University of Connecticut in 2000, and in 2003 he was awarded an Honorary
Doctor of Laws Degree from McGill University in Montreal, Canada. In 2009 Dr. Renzulli received the Harold
W. McGraw, Jr. Award for Educational Innovation. The American Psychological Association’s Monitor on
Psychology named Dr. Renzulli among the 25 most influential psychologists in the world. Although Joe has
obtained more than 50 million dollars in research grants, he lists his proudest professional accomplishment
as being the founder of the summer Confratute program at UConn, which began in 1978 and has served
thousands of teachers and administrators from around the world.
SUSANNAH RICHARDS
Dr. Susannah Richards is an associate professor of education at Eastern Connecticut State University
where she teaches courses in English Language Arts and Children's and Young Adult Literature. After
teaching for 11 years, she earned a Ph.D. in Educational Psychology/Gifted Education from the University
of Connecticut where she worked with Joseph Renzulli and Sally Reis on SEM-R and other curriculum
delivery models for gifted and talented learners. She was a member of the 2013 John Newbery Award
Committee, and regularly reviews and presents on books and English Language Arts strategies for highly
able readers and writers at international, national, state and local venues. She is a member of the 2017
Geisel Award Committee. She tweets about bookish things @SussingOutBooks.
DEL SIEGLE
Dr. Del Siegle is a professor in gifted and talented education, Head of the Department of Educational
Psychology, and Director of the National Center for Research on Gifted Education at the University of
Connecticut. He is a past president of the National Association for Gifted Children (NAGC), past president
of the Montana Association of Gifted and Talented Education (Montana AGATE), and past chair of the
Research on Giftedness, Creativity, and Talent SIG of the American Educational Research Association
(AERA). Along with D. Betsy McCoach, he is co-editor of Gifted Child Quarterly. He writes a technology
column for Gifted Child Today. Dr. Siegle is coauthor with Gary Davis and Sylvia Rimm of the popular
textbook, Education of the Gifted and Talented. He is also author of The Underachieving Gifted Child:
Recognizing, Understanding, & Reversing Underachievement. Prior to becoming a professor, Del worked
with gifted and talented students in Montana.
KEVIN SIMMS
Kevin Simms is currently happily retired and pursuing a new career in Educational Consulting.
He is working on his 6th book on Manipulatives and Mathematics and presents at conferences on a wide
range of topics. After serving 9 years in the U.S. Navy he entered teaching as a middle school math teacher.
He has worked with every level of student designing programs that will challenge and motivate them to
perform at their highest potential. As a gifted coordinator and State Board member in Virginia, creativity,
problem solving, abstract thinking and an appreciation for looking at ideas and concepts from a different
perspective have always been at the heart of every lesson or program he has developed. Kevin earned his
Master’s degree at UConn through the 3 Summer Program. Kevin has been married for 32 years to Kim,
a Physical Therapist and has a 27 year old daughter Megan, working for the State of North Carolina as
a Forensic Chemist. They both deserve medals of valor for putting up with the everyday oddities Kevin
makes them experience in his quest for knowledge. He is a fanatic when it comes to technology and loves
to experiment with the newest “toys” on the market.
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BARBARA SLATIN
Barbara Slatin is recognized within New York City and beyond for her passionate and steadfast
commitment to closing the achievement gap through adaptation and implementation of the Schoolwide
Enrichment Model. As principal for 15 years, Barbara implemented this strength -based approach at
PSMS 188, a K-8 school serving at-risk students on the Lower East Side of Manhattan. Barbara served
as the Assistant Director and then Director of the NYC Board of Education's Gifted and Talented Unit.
She coauthored Multiple Intelligences in the Elementary Classroom. Barbara was awarded The Revson
Fellowship at Columbia University. Currently Barbara is the Project Director for Pathways, 21 Century
Learning Centers in three high needs middle schools in New York City. Each school is using an extended
day model to provide academic support and Schoolwide Enrichment.
MARY SULLIVAN
Mary Sullivan is adjunct faculty at the University of Connecticut and has been teaching in the
Three Summers Program and Confratute for over 25 years. She has been an SEM coordinator, teacher, and
consultant with school districts implementing or developing The Schoolwide Enrichment Model, including
Saturday and Enrichment Cluster programs. Mary also enjoys biking, photography, painting, and spending
time with family.
MELISSA THOM
Melissa Thom has been in education 12 years. For eleven years, she was a classroom teacher and her
experience includes working at the Renzulli Academy in Hartford, Connecticut for 6 years teaching grades
4th, 5th, and 6th grade Social Studies and SEM-R. Before moving to Hartford in 2009, Melissa taught 5th
grade in Phoenix for six years. Melissa has a passion for Social Studies and was recognized as the Connecticut
Council of Social Studies’ K-8 Teacher of the Year in 2014 and a National Geographic Distinguished K-12
Educator in 2015. For many years, she facilitated National History Day and the National Geography
Bee at her schools. Melissa has presented at NAGC, The Arizona Gifted Conference, and the Connecticut
Educator Computer Association’s annual conference about how to use technology, specifically Edmodo, to
individualize and differentiate instruction for advanced learners. Melissa has attended the 3Tg Institute in
Redlands, CA where she learned more about ConnectEd, ESRI and GIS (Geographic Information Systems).
Melissa completed the Three Summers Program at UCONN in 2015, as well as earned her Library Media
Specialist certification. She is currently in the process of creating a Makerspace and Learning Commons
at Bristow Middle School library, in West Hartford, Connecticut.
WAYNE TREMBLY
Wayne is a retired middle school teacher. He is now employed by the Center for Excellence in Teaching
and Learning at the University of Connecticut where he works with doctoral students and professors. He is
a graduate of the Three Summers Master’s degree program. His hobbies include theater, walking, reading,
and writing.
ROBERT VERDOLINO
Bob is currently a school psychologist in the Nashoba Regional School District in Bolton, MA. He is
a graduate of Westfield State College and Boston College. Bob has been a staff member of Confratute for
several years. He enjoys golf, biking, and cooking.
NICOLE WAICUNAS
Nicole Waicunas is the Schoolwide Enrichment Model Outreach Coordinator for the Neag Center
for Creativity, Gifted Education, and Talent Development. Prior to her work with the university, she was
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a secondary English teacher for 15 years, focusing on the implementation of the Schoolwide Enrichment
Model in the regular classroom. She holds a Master’s Degree in Gifted Education from the University of
Connecticut. Nicole travels across the country and the world in order to work with administrators, teachers,
and students to provide instruction regarding implementation of the SEM, including enrichment clusters,
the enrichment triad, curriculum compacting, creativity, the social and emotional well-being of the student
with a focus on self-efficacy, and critical thinking skills. As the SEM Outreach Coordinator for the Neag
Center for Creativity, Gifted Education, and Talent Development, Nicole is experienced at working with
small and large groups of teachers and administrators.
BRIAN ZAWODNIAK
Prior to becoming JFK Middle School's talented and gifted teacher, Brian Zawodniak taught geography
and U.S. History for seventeen years. He can be found, on occasion, during the spring, summer, and fall
months, running through the woods or open fields wielding his Brown Bess musket in support of King
George III as a loyal American ranger in Peters' Corps. Brian is also a graduate of UConn's Three Summers
Program (2009-2011) in gifted education and talent development.
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CONFRAGLOSSARY
The Unique World of Confratute Vocabulary
BOUQUETS & BRICKBATS: Forms that provide participants the opportunity to give written feedback on what they like and
dislike about any aspect of Confratute. The form is in the participant packet, and extras are available at Command Central. They
should be placed in the box at Command Central and will be read by the Confratute Directors on a daily basis.
CONFRA-APPS: Applications used on mobile devices for quick and easy access to Confratute maps, schedules, announcements,
classroom locations, networking, and more.
CONFRABOARDS: Large message boards outside Command Central where participants can leave and pick up messages. Check
these boards daily.
CONFRACHORUS: Open to all who like to sing or think that they would like to sing. The group rehearses daily and prepares a
variety of choral music for a performance.
CONFRAMAP: A one-page diagram of Confratute that is useful as a quick reference guide for locating and selecting strands and
major events and can be found in the front of the Schedule of Events book.
CONFRAPOOPED: What you feel after a full week of strands, keynotes, and activities.
CONFRATUTE: Original English, Renzulli circa 1978; [conference + fraternity + institute] is a one- or two-week immersion
program in enrichment learning and teaching with equal parts work, fun, and camaraderie. Source of: “CONFRA-” A handy
prefix for activities either unique to Confratute or given a distinctive, Confratute flavor.
CONFRATWEETS: Confratute announcements and messages sent via Twitter. See http://twitter.com/Confratute.
EVENING FORUMS: Large-group evening sessions designed to expand participant learning and networking.
NECK WALLET: Your name badge holder and admission ticket to activities and events. Required for patio evening events.
SCHOOLWIDE ENRICHMENT MODEL (SEM): Based on 20 years of research and development, SEM is a comprehensive system
for infusing “high-end learning” into total school improvement efforts while simultaneously challenging high achieving students.
Components include Total Talent Portfolio, Multiple Menu Model, Curriculum Compacting, and Differentiation.
SOCIAL EVENTS: These evening events provide a balance to the intensive learning experiences that have given Confratute its
international reputation.
SPECIAL TOPIC SESSIONS: Led by experienced practitioners in the field, these “one-shot” sessions present innovative practices
and opportunities for audience participation and information exchange, as well as hands-on training and opportunities to
“learn by doing.”
STRAND COUNSELING: Sunday evening, 5:00-7:00 PM outside of Command Central, participants can discuss with staff members
their professional development plan, product goals, and how to choose the best activities based on personal interests and
professional development needs.
STRAND-HOPPING: We discourage a "sampling” of strands and encourage you to participate in Strand Counseling to aid your
decisions so you can get the maximum learning experience out of your choices.
STRANDS: Week-long courses taught by practitioner-experts in “high-end” learning. You do not have to pre-register for strands;
you may attend any strand in a time slot, but are asked to stay in the same session(s) all week. You may take strands for GRADUATE
CREDIT or CEUs. Stop by Command Central to get information about applying for either option.
VARIETY SHOW: An opportunity for staff and participants to share their talents from virtuosity to satire. All participants are
invited to join the ConfraChorus that performs for this event.
WAPATOOLI: A mysterious libation served at the patio party on Tuesday night at Confratute.
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Index of Presenters
A
Almonte, Rosa 41
Amspaugh, Christina 9, 34, 36, 60
B
Bagwell, Mallory 7
Barrett, Ellen 41
Baum, Susan 7, 9, 19, 24, 60
Becker, Aaron 8, 60
Bensen, Vidabeth 32, 60
Bothmer, Richard 20, 24, 32, 61
Bothmer, Sandy 42
Brandon, Laurel 18, 36, 61
Brigandi, Carla 18, 24, 61
Brown, Katherine 18, 32, 61
Bula, Linda 46, 61
Burch, Jana 29, 34, 61
C
Carccia, Nicole 41
Cavilla, Derek 36, 38, 40
Colburn, Shannon 40
Courtright, Richard 19, 24, 42, 62
Cowles, Shirley 40, 42
D
Danielian, Jeffrey 40, 42
Dewell, Glenn 36
Dickson, Kenneth 25, 38, 62
Dobyns, Sally 25, 36, 38, 62
E
Eckert, Rebecca 20, 32, 63
Easterling, Stacey 63
Easton, Jo Ann 63
F
Femc-Bagwell, Michele 7, 19, 38,
40, 42, 63
Feynman, Paula 36
Field, Gara 10, 15, 19, 25, 63
Field, Katy 38, 41
Firmender, Janine 25, 32, 64
Forshag, Barbara 32, 55, 64
Fugate, Matthew 41
G
Gavin, Kathy 26, 64
Gentry, Marcia 9, 20, 26, 65
Gilson, Cindy 26, 37, 43, 65
Goldbeck, Deb 26, 38, 65
Gubbins, E. Jean 27, 65
H
Harris, Rabiah 10
Hébert, Thomas 7, 27, 33, 66
Herman, Gail 6, 27, 49, 66
Holcombe, Lauren 13
Housand, Angela 11, 27, 33, 66
Housand, Brian 11, 27, 33, 66
K
Kaplan, Sandra 6, 10, 12, 20, 67
Kelley, Johanna 12
Kirsch, Lauri 43
Kubousek, Toni 39, 41
L
Lacina, Benjamin 28, 49, 67
Leppien, Jann 7, 9, 20, 28, 67
Levitan, Nicole 12
Luria, Sarah 12
Lyons, Ruth 18, 28, 37, 67
M
Malone, Liz 13
McAnallen, Rachel 4, 20, 33, 67
McGann, Dave 29, 34, 68
Murray, Paul 39
N
Neadel, Lawrence 12
O
Oreck, Barry 28, 33, 68
O'Rourke, Patricia 12, 37, 39
P
Pinkos, Darlene 37
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Q
Quatrano, Cheryl 12
R
Ramos, Suany 41
Randazzo, Samantha 41, 43
Reis, Sally 5, 18, 68
Renzulli, Joseph 5, 18, 68
Rhodes, Ashley 13
Richards, Susannah 6, 21, 28, 69
Roberts-Walstrom, Lindsey 39
S
Saranli, Adile Gulsah 6
Schersten, Tom 37, 39
Schmitt, Cheri 12, 41
Schwager, Alyssa 10
Selke, Maria 12, 37, 43
Shrull, Marci 12
Siegle, Del 14, 29, 34, 69
Simms, Kevin 29, 34, 69
Slatin, Barbara 37, 41, 70
Spataro, Melinda 12
Spatz, Brittany 41
Sullivan, Mary 18, 70
Sullo, Ruth 6
T
Thom, Melissa 19, 29, 39, 43, 70
Trembly, Wayne 5, 8, 11, 14, 70
V
Verdolino, Robert 70
W
Waicunas, Nicole 21, 38, 40, 42, 70
Z
Zawodniak, Brian 21, 29, 71
C
University of Connecticut
NFRATUTE
www.confratute.uconn.edu
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Find Your Way Around UConn
Download the UConn Storrs Campus Map App!
Using your iPhone, iPad Touch, iPad, or Android Device, you can have access to an interactive map of the
UConn Storrs Campus.
For iPhone users: open the App Store and search "UConn (Storrs) Campus Map" and download the app.
For Android users: open the Google Play Store and search "UConn (Storrs) Campus Map" and download
the app.
The App will look like this in both stores:
The UConn (Storrs) Campus Map is a great way to find the key buildings where all of your sessions are
located. For more information go to http://maps.uconn.edu/.
How do I use the UConn (Storrs) Campus Map?
• For the best results on finding your way to a particular building, enable the GPS location feature
when prompted. If you would like to keep your location private, simply deny the app access to your
location. THE APP WILL WORK WITH OR WITHOUT YOUR LOCATION.
• Touch the search icon (the magnifying glass) to queue for a search.
• In the search bar type the name of the building or the building code (the blue boxed letters on
the hard copy of the map, consisting of a combination of 2-4 letters and numbers). For example,
the UConn Co-op's building code is "COOP." Touch the building name that you desire to find. If the
building you are searching for is not on this list, try re-entering the name or code and search again.
• Once you have touched the building you desire, the app can show you the location of the building
via satellite or in the style of a traditional map. You can select the type of view by toggling between
the "map" and "satellite" tabs located in the top right corner of the map.
• If you would like to find out more information about the building you have selected using an Apple
device, simply touch the information button, or the "i" in the top right corner. On an Android,
simply touch the "more info" prompt at the top of the map.
• If you enabled the app to use your location, you can also see how far away you are from the building
you want to reach. When you have searched and selected the building you are looking for, touch
the pinpoint icon next to the information button and the screen will show your current location in
reference to the building in which you are searching.
If you would like an overview of all the buildings on the campus, touch the "locations" tab to see the
building categories. Once you've found the category you want, select it and then search through the list
until you find your building. Select the building and then you will be able to see the building in both views.
This also allows you to view your location in proximity with the building you selected.
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CONFRAKEY TO CAMPUS LOCATIONS
While we attempt to refer to campus buildings by consistent names and coordinates, some variance does
happen. Please consult the following list to sort out any confusion about buildings and locations commonly
used during Confratute. Don’t hesitate to ask any staff member to assist in locating a building, classroom,
or campus facility, or pick up a paper map in Command Central.
MAP
CODE
BUILDINGPURPOSE
ARTB Art Building
Classrooms & Studio Rooms
COA
Charter Oak Apartments
Residence Hall
BUSN
COOP GENT
HAWL
HBL
INN
ITE
JRB
LH
MUSB
OAK
School of Business
UConn Bookstore
Gentry Building
Hawley Armory
Homer Babbidge Library
Nathan Hale Inn & Conference Center
Information Technologies Engineering
ROWE
Bookstore & Café
Classrooms
Center for Health Fitness, Exercise Rooms
Library, Computer Workstations, Bookworms Café
Restaurant, & Hotel Rooms
Classrooms
J. Ray Ryan Building
Classrooms
Music Building
Classroom
Laurel Hall
Oak Hall
ROME Rome Commons
RSRH
Classrooms
Rosebrooks Residence Hall
Rowe Ctr. for Undergraduate Education
Classrooms
Classrooms
Cafeteria, Command Central, Conference Housing, Game Room, Ballroom, Registration
Residence Hall
Classrooms
SRF
Student Recreation Facility Recreational facilities, weights, swimming, sports equipment
SSRH
Snow Residence Hall
Residence Hall
WSRH
Wilson Residence Hall
Classrooms, Residence Hall
VDM von der Mehden Recital Hall
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Keynotes, SEM Strand, & Variety Show
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University of Connecticut
NFRATUTE
www.confratute.uconn.edu
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Our 40th Year!
University of Connecticut
NFRATUTE
Confratute offers:
IN-DEPTH TRAINING in
The Schoolwide Enrichment
Model
• Differentiation &
Curriculum Compacting
• Underachievement
• Enrichment Infusion Into
the Regular Curriculum
• Cluster Grouping
• Enrichment Clusters
• Practical Technology
Talent
Development
ess
Giftedn
ity
Cre
Schoolwide Enrichment Model
July 9-14, 2017
ativ
SEM
www.confratute.uconn.edu
OVER 40 STRANDS of intensive, week- SEM LEADERS FORUM of special
long mini courses.
strands and events designed
especially for principals and
MINI-KEYNOTES about relevant administrators.
research and trends in regular and
gifted education.
SPECIAL TOPIC SESSIONS on a
variety of topics such as creativity,
INVITED SPEAKERS who are authors thinking skills, underachievement,
and researchers such as Joseph and more.
Renzulli, Sally Reis, Susan Baum,
Aaron Becker, Gara Field, Marcia EVENING FORUM SESSIONS to
help you develop your own action
Gentry, Angela & Brian Housand,
plan for taking back home and
Sandra Kaplan, Jann Leppien, Rachel implementing in your school or
McAnallen, and Del Siegle.
CONFRATUTE is a combined
CONFerence and instiTUTE with a lot of FRATernity in between.
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Certificate of
Participation
The below signed individual participated
in Confratute, the Summer Institute on
Gifted Education, Enrichment Teaching and
Learning, and Differentiated Instruction,
at the University of Connecticut held
July 10-15, 2016
Joseph S. Renzulli, Director
Sally M. Reis, Co-Director
Participant Name
Participant Signature
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University of Connecticut
NFRATUTE
www.confratute.uconn.edu
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The Star-Spangled Banner
The United States of America National Anthem
O say, can you see, by the dawn’s early light,
What so proudly we hailed at the twilight’s last gleaming?
Whose broad stripes and bright stars, through the perilous fight,
O’er the ramparts we watched were so gallantly streaming!
And the rocket’s red glare, the bombs bursting in air,
Gave proof through the night that our flag was still there:
O say, does that star-spangled banner yet wave
O’er the land of the free and the home of the brave?
Acknowledgments
We at Confratute would like to make special note of the many people who contribute to making
Confratute a successful learning experience and extend our gratitude for their participation.
UConn Associates
Businesses
Catering Services
Central Stores Warehouse
Conference Services
Dining Services
Fine Arts Department
Music Department
Neag School of Education
Residential Life
UConn Bookstore
UConn Parking & Transportation Services
University Printing
von der Mehden Recital Hall Staff
CBS Office Systems
Enterprise Rent-A-Car
Attendify
National Professional Resources
Peter Pan Bus Lines
Presto Print II, Inc.
The Nathan Hale Inn
TigerPress Printing
Victor Advertising
Educators dedicated to making
classrooms exciting,
learning environments
for all students.
C
University of Connecticut
NFRATUTE
www.confratute.uconn.edu
• Undergraduate Minor
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• Master’s Degree
Onsite Professional
Development
Tailored
to Your
Specific
Needs
• Sixth Year Diploma
• Ph.D. Degree
• Individual Courses
• Online Graduate
Certificate
• Online Master’s Degree
Earn a Master’s Degree
over Three Summers
MD§RSNOGNOOHMFENQKK
NTQQNEDRRHNM@KDDCR
HM
HESDCCTB@SHNM
University of Connecticut
www.gifted.uconn.edu
The best of a
CONference and an
institUTE with
FRATernity in the
middle