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2.2.9 Radiant measures: Data, planning, and programming across elementary and secondary grades

As gifted program designers may attest, there are aspects of magic at play when data, differentiation strategies and practices, student interests, and student readiness align to strengthen teaching practices, enrich the learning environment for students, and enhance the learning potential of students. In a case study conducted with elementary and secondary math and language arts educators, this session explores how gifted program designers craft a program and plan to dynamically support the unique needs of students and considers challenges faced by all educators for gifted and talented learners.

Author(s):

Yvonne de St. Croix
s7tella@yahoo.com

United States

Dr. de St. Croix specializes in the field of gifted and talented education. Her doctoral work was completed in Educational Leadership with an emphasis on transformational leadership. Dr. de St. Croix’s professional focus is to elevate the capabilities of students by supporting data-driven, rigorous, and relevant instruction. In her capacity as a talented and gifted educational leader in Connecticut, she enjoys developing new techniques and strategies to improve instruction and coaching and mentoring classroom teachers in their implementation. By uniting STEM and literacy, she advocates for gifted learners through focusing on experiential learning.