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Rally the Real World

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It takes a village to INSPIRE a child. Discover exhilarating new resources and innovative pathways to access community partnerships and bring engaging, inspiring professionals to your Classroom or Zoom Room! Rally the real world to make learning meaningful, purposeful, and captivating.

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Retaining G/T Students Through Family Support

Celeste Sodergren, Ph.D., presents research-driven insights into how families of gifted learners seek supplemental academic support. Using a decision-tree framework, she explores the motivations, barriers, and choices families face, helping district leaders better understand parent needs and improve communication, intervention strategies, and services that more effectively support gifted students and their educational success.

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Leader Action Resource: Identifying Gifted Multilingual Learners (MLs)

In the gifted education space, much of the research highlights students’ socio-emotional needs, equitable identification practices, and classroom intervention strategies to support advanced learners. However, far less research exists that focuses on the secondary space, and even less on a student’s transition into secondary. Gifted-identified students still need and deserve advanced services in middle and high school. This resource includes guidance to help understand the gifted education landscape and what the research says about students’ unique instructional and socio-emotional needs as they transition into secondary. As a series of resources, these one-pagers provide research-driven key takeaways and specific action steps you can begin immediately to support students’ transition to secondary.

You’re seeing a preview. TAGT membership unlocks full articles, resources designed specifically for gifted educators and leaders, and professional learning discounts. Log in or become a member to view this full article and other resources.

Read More

Educator Action Resource: Identifying Gifted Multilingual Learners (MLs)

In the gifted education space, much of the research highlights students’ socio-emotional needs, equitable identification practices, and classroom intervention strategies to support advanced learners. However, far less research exists that focuses on the secondary space, and even less on a student’s transition into secondary. Gifted-identified students still need and deserve advanced services in middle and high school. This resource includes guidance to help understand the gifted education landscape and what the research says about students’ unique instructional and socio-emotional needs as they transition into secondary. As a series of resources, these one-pagers provide research-driven key takeaways and specific action steps you can begin immediately to support students’ transition to secondary.

You’re seeing a preview. TAGT membership unlocks full articles, resources designed specifically for gifted educators and leaders, and professional learning discounts. Log in or become a member to view this full article and other resources.

Read More
KEYWORDS
Advocacy Assessment Curriculum Differentiation Equity Identification Policy and Legislation Professional Development Programming Psychosocial Skills Research Review Social and Emotional Needs Special Populations Teacher Tips Texas State Plan

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