Empowering Gifted Learners
Curated AIG Resources
Support for Educators
NCDPI ADVANCED LEARNING LABS
GIFTED MYTHS 101 PRESENTATIONThis presentation serves as the foundational hub for Elevated Enrichment, bridging the gap between North Carolina’s legislative definitions of giftedness and the holistic needs of students. It is essential for stakeholders because it clarifies the distinctions between academic and intellectual giftedness while championing the NAGC standards for social-emotional support. By grounding my “Maslow before Bloom” philosophy in these recognized frameworks, this resource empowers parents and teachers to advocate for differentiated services that honor the whole child, including those with asynchronous development or twice-exceptional needs.
GIFTED STATE AND NATIONAL STANDARDS 2019
GIFTED STANDARDS NORTH CAROLINA 2024
CALL TO ACTION - Strategic Actions to Realize Equity and Excellence in Gifted Education for Multilingual Learners
A call to action for North Carolina educators to realize excellence in gifted education through inclusive programming and diversified identification practices. The brief provides six strategic actions - ranging from multiple screening opportunities to family partnerships - designed to cultivate the untapped potential of linguistically diverse learners. It emphasizes moving beyond "one-size-fits-all" testing by using qualitative data, portfolio evidence, and collaborative screening between the AIG and ESL departments to identify high potential in students who are still acquiring English. RADIOLAB - PODCAST
TED TALK - MORE THAN A SCORE For all learners, shifting from standardized "testocracy" to authentic, performance-based assessment is vital because it honors the whole child and fosters essential life skills - like critical thinking, creativity, and empathy - that cannot be captured by bubbling in a multiple-choice answer. For gifted education specifically, this shift is paramount as it: High-stakes testing often reduces learning to a single score, whereas gifted learners thrive when challenged to defend a thesis or solve complex, real-world problems. Standardized tests frequently fail to recognize "non-traditional" brilliance, such as oral communication or artistic passion, potentially mislabeling highly capable students as underachievers. Authentic assessments mirror high-level scholarship (such as a PhD dissertation defense), allowing gifted students to pursue deep inquiry and rigorous evidence-based reasoning rather than simply "eliminating wrong answer choices". Ultimately, moving "more than a score" ensures that education prepares students not just to pass a test, but to lead and innovate in a society facing complex global challenges.
GIFTED MYTHS 101 PRESENTATIONThis presentation serves as the foundational hub for Elevated Enrichment, bridging the gap between North Carolina’s legislative definitions of giftedness and the holistic needs of students. It is essential for stakeholders because it clarifies the distinctions between academic and intellectual giftedness while championing the NAGC standards for social-emotional support. By grounding my “Maslow before Bloom” philosophy in these recognized frameworks, this resource empowers parents and teachers to advocate for differentiated services that honor the whole child, including those with asynchronous development or twice-exceptional needs.
GIFTED STATE AND NATIONAL STANDARDS 2019
GIFTED STANDARDS NORTH CAROLINA 2024
CALL TO ACTION - Strategic Actions to Realize Equity and Excellence in Gifted Education for Multilingual Learners
A call to action for North Carolina educators to realize excellence in gifted education through inclusive programming and diversified identification practices. The brief provides six strategic actions - ranging from multiple screening opportunities to family partnerships - designed to cultivate the untapped potential of linguistically diverse learners. It emphasizes moving beyond "one-size-fits-all" testing by using qualitative data, portfolio evidence, and collaborative screening between the AIG and ESL departments to identify high potential in students who are still acquiring English. RADIOLAB - PODCAST
TED TALK - MORE THAN A SCORE For all learners, shifting from standardized "testocracy" to authentic, performance-based assessment is vital because it honors the whole child and fosters essential life skills - like critical thinking, creativity, and empathy - that cannot be captured by bubbling in a multiple-choice answer. For gifted education specifically, this shift is paramount as it: High-stakes testing often reduces learning to a single score, whereas gifted learners thrive when challenged to defend a thesis or solve complex, real-world problems. Standardized tests frequently fail to recognize "non-traditional" brilliance, such as oral communication or artistic passion, potentially mislabeling highly capable students as underachievers. Authentic assessments mirror high-level scholarship (such as a PhD dissertation defense), allowing gifted students to pursue deep inquiry and rigorous evidence-based reasoning rather than simply "eliminating wrong answer choices". Ultimately, moving "more than a score" ensures that education prepares students not just to pass a test, but to lead and innovate in a society facing complex global challenges.
This article from Edutopia provides an essential roadmap
for educators looking to move beyond "more of the same"
when supporting gifted students. By debunking the myth
that high-ability learners should serve as "mini-teachers"
or can thrive without oversight, Dr. Elissa Brown
emphasizes the necessity of research-based curriculum
units and asynchronous development awareness. I’ve
included this resource because it offers actionable
strategies for meeting the social, emotional, and academic
needs of students who often finish first but require deeper,
content-rich challenges to excel truly.
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