The Texas Association for the Gifted & Talented connects and empowers educators to meet the unique needs of a diverse gifted and talented community.
What does it really mean to be gifted? Explore the definition of G/T and see why understanding giftedness matters.
TAGT is powered by its members—you! Whether you’re leading, learning, or lending your voice, there are so many ways to plug in.
From energizing workshops to eye-opening webinars, you’ll gain tools you can use right away. Plus connections with people who love what they do as much as you do.
TAGT conferences are built for you. Think dynamic sessions, real talk with peers, and fresh strategies that you can use the minute you’re back at work.
TAGT is all about people—educators and advocates who believe gifted learners deserve more. When you join, you’re stepping into a vibrant community that’s here to support you, celebrate you, and grow with you.
Bullying remains one of the most pressing challenges facing educators, students, and families today. While traditional bullying persists in nearly every school, cyberbullying has emerged as an equally concerning phenomenon extending beyond school walls. The landscape of bullying has shifted dramatically over the last decades with the rise of digital technology, with reported incidences of cyberbullying doubling between the years 2007 and 2019 (Patchin & Hinduia, 2019). According to the National Center for Education Statistics (NCES, 2024), 26.5% of students experience online harassment. Bullying during childhood and adolescence is a dangerous behavior linked to violence, antisocial conduct, and depression. Media reports of school violence and cyberbullying highlight the emotional distress experienced by victims, which can result in severe psychological effects and, in some cases, physical retaliation against the perpetrators. Educators must understand these modern bullying dynamics to support all learners, particularly for gifted and twice-exceptional (2e) students who may be at increased risk due to their unique social-emotional profiles. This content is restricted. The post Helping Gifted and Twice-Exceptional Students Navigate Bullying: What Teachers Need to Know appeared first on TEMPO+.
Throughout my career, the phrase “I know a kid like that” has often emerged during discussions about educational technology (edtech) and the social-emotional needs of students. Twice-exceptional (2e) students, characterized by the coexistence of high abilities and learning disabilities, thrive in programs that cater to their holistic development—a goal that traditional education systems often miss (Baum et al., 1990; Villanueva et al., 2019). While edtech has the potential to boost academic success and motivation, it is insufficient as a standalone solution for addressing the complex needs of 2e students. Effective support for 2e students necessitates a nurturing and flexible environment created by educators who are able to adapt to each student’s unique strengths and challenges. A comprehensive approach where technology serves as a tool rather than a remedy is essential. In addition, teachers must understand the complexities of twice-exceptional students. Therefore, it is critical to prepare educators before implementing new edtech resources. This content is restricted. The post Supporting Twice-Exceptional Students: The Role of EdTech as a Tool appeared first on TEMPO+.
As leaders in gifted education, communicating the value of gifted services and the need for resources and staff to support them can feel both the most important and the most challenging. Recently, data in the TAPR report was further disaggregated to display a filter for G/T students. Luke Hurst, Richardson ISD, will help equip you with practical strategies to leverage this data to tell a compelling, evidence-based story, support advocacy efforts, and strengthen decision-making with district and campus leaders. The post Using Updated TAPR Report Data to Demonstrate Outcomes appeared first on TEMPO+.
Effectively communicating gifted education requires more than sharing facts, it means connecting data, policy, and human stories. When presenting to school boards, campus leaders, or community partners, pairing accurate information with real examples of student growth and staff impact helps illustrate both the outcomes and the needs of your G/T program. Clear, consistent storytelling builds understanding, trust, and support. This content is restricted. The post G/T Program Presentation Toolkit appeared first on TEMPO+.
Every year, students return to school already knowing much of the grade-level material that will be taught in their classrooms. Research shows that in a typical fifth-grade classroom, as many as half the students are working at least a year ahead in reading, more than a third are advanced in math, and some are working several years above grade level (Peters et al., 2017; Rambo-Hernandez et al., 2024). When instruction does not meet their needs, these students can disengage, develop poor study habits, or even drop out of school. This content is restricted. The post Academic Acceleration: What Every School Leader Needs to Know appeared first on TEMPO+.
Identified G/T Students in Texas
of G/T training are required per year in Texas to teach G/T students
In 2019, Texas was ranked 4th in the nation for access to G/T education
Happy New Year, all. I hope you found your first week back to school full of excited students waiting to share what they did while away from your class.
This year poses challenges to gifted education, both old and new. As budgets shrink, educational entities across the state grapple with how best to recruit and retain both students and teachers. Nowhere else is this felt more profoundly than in our gifted and talented programs across the state. I confess that I, too, struggle with occasional moments of doubt and concern over our future. However, it is in those moments that I remember what gifted and talented educators do best: innovate.
