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Acceleration Essentials for G/T Leaders

Acceleration is one of the most effective and most underutilized strategies for meeting the needs of gifted learners. Yet, many educators face uncertainty about how to advocate for it, what options exist, and how to ensure policies are equitable and sustainable.

This four-part webinar series, designed specifically for school district G/T coordinators and directors, will equip you with the knowledge, tools, and confidence to champion acceleration in your district. From understanding the research base to navigating local systems, exploring acceleration models, and establishing clear policy, each session builds toward practical, actionable strategies you can apply immediately.

What You’ll Gain:

  • A deeper understanding of why acceleration matters and how to build champions among parents, principals, and administrators.
  • Strategies for navigating district systems and leveraging the role of an acceleration coach.
  • An overview of acceleration options, including in-class, subject-based, and whole-grade advancement, and how to identify the right fit for students.
  • Guidance on developing district-level policy and procedures that ensure fairness, clarity, and student success.

All sessions will be recorded and available anytime, anywhere through TAGT’s online learning platform, so if you can’t attend live, catch up when it is convenient for you.

Dates: 

  • October 8, 1:00 pm CST
  • October 15, 9:00 am CST
  • October 22, 2:00 pm CST
  • October 29, 9:00 am CST


Pricing: $199 members/$299 non-members

Sponsored by:

Session 1: Why Acceleration Matters: Building Acceleration Champions

Wednesday, October 8 at 1:00 pm CST
Presenter: Keri Guilbault, Ed.D.

Learn why acceleration is one of the most effective and research-based strategies for meeting the needs of advanced learners. This session will explore how to advocate for acceleration, dispel common myths, and build a team of champions to support implementation.

Keri M. Guilbault, Ed.D., is an associate professor at the Johns Hopkins University School of Education. Dr. Guilbault’s research focuses on academic acceleration, leadership of gifted and advanced academic programs, and the affective development and needs of the highly to profoundly gifted. Dr. Guilbault is an associate editor of the Journal of Advanced Academics and the Journal of Gifted Education and Creativity and serves on several editorial boards. Dr. Guilbault has extensive leadership experience in the field of gifted education at state, national, and international levels and has been recognized for her leadership and service to the field with the 2023 Maryland Department of Education Gifted and Talented Advisory Council State Leadership Award, the 2020 American Mensa National Service Award, and the 2019 National Association for Gifted Children (NAGC) Early Leader Award

Wednesday, October 15 at 9:00 am CST
Presenter: Amy Peterson

Gain practical insights on navigating district structures and processes to make acceleration possible from a district leader who has over 20 years of lessons to share. Learn how the role of an acceleration coach can support schools and families through policy interpretation, planning, and implementation for successful outcomes.

Amy J. Peterson is the current Director of Talented and Gifted Education for Athens City Schools in Ohio, where she draws on over 30 years of experience in the field. With 27 years specifically dedicated to gifted education, Amy is a recognized expert in her field.

Her comprehensive background includes a master’s degree in K-12 gifted education and doctoral work in curriculum and instruction. A key focus of her work has been creating opportunities for academic acceleration, a strategy she believes is essential for meeting the needs of advanced learners. This unique combination of administrative experience and practical knowledge allows her to lead with a deep understanding of what is both powerful and effective for gifted students.

Wednesday, October 22
Presenter: Ann Shoplik, Ph.D.

This session will provide an overview of both subject-level and whole-grade acceleration, exploring when each option should be considered and how they can positively impact student growth and engagement. Grounded in decades of research, academic acceleration is a proven strategy for meeting the needs of advanced learners, and this session will highlight the evidence supporting its effectiveness. Learn the key indicators that suggest acceleration may be appropriate, the benefits and challenges of each approach, and practical steps for initiating conversations with families, teachers, and administrators. Leave this session knowing how to better identify opportunities to ensure students are challenged at the right level and time.

Ann Lupkowski-Shoplik, Ph.D. is Administrator, Acceleration Institute and Research at the University of Iowa Belin-Blank Center. She is co-developer of the online Integrated Acceleration System, which guides educators and families through the decision-making process of grade-skipping, early entrance to kindergarten or college, and subject acceleration. She also co-authored Developing Math Talent (2nd ed.), Developing Academic Acceleration Policies, and the Iowa Acceleration Scale. 

Wednesday, October 29 at 9:00 am CST
Presenter: Marcy Voss

Strong policy ensures consistent, equitable acceleration decisions across your district. This session will guide you in creating or refining district-level acceleration policies, including criteria, processes, and communication strategies to ensure alignment and fairness.

During her 36 years in public education, Marcy coordinated G/T and BL/ESL Programs, served on the TAGT Board, and was Chair of the TEA G/T Advisory Council. Marcy currently serves as Facilitator for the TAGT ELP, Chair of the NABE GT/Bilingual SIG, and Advisory Board member for NCRGE Project EAGLE. Marcy created the Academic Language Cards, Q3 Cards, and TALK Cards. She is a co-author of Implementing Evidence-Based Practices in Gifted Education.

Wednesday, November 5 at 3:00 pm CST
Presenters: Dr. Dina Brulles and Dr. Jack Naglieri

Far too often, gifted identification depends on narrow measures tied to language fluency and academic performance—overlooking countless learners with untapped potential. This webinar challenges traditional definitions and invites participants to explore how giftedness can be identified across cultures and languages. Participants will examine language-independent identification tools that center on reasoning and potential, rather than academic knowledge. Practical strategies for building more inclusive, equitable gifted programs that reflect the full diversity of today’s classrooms will also be shared.

About Dina Brulles
Dr. Dina Brulles, is the Gifted Program Coordinator at the Mary Lou Fulton Teacher’s College at AZ State University. Her work emphasizes equitable identification and programming in gifted education. She is the author Understanding and Using the Naglieri General Ability Tests: A Call for Equity in Gifted Education and the Naglieri Ability Test – Verbal

About Jack Naglieri
Dr. Jack A. Naglieri, Ph.D. Emeritus Professor at George Mason University and Senior Research Scientist at the Devereux Center for Resilient Children. His main interest is the development of psychological and educational tests and the implications these approaches have for accurate and equitable assessment. He has published about 25 books, 50 tests and rating scales, and approximately 300 research papers. Jack is the author of tests used for identification of gifted students including the Naglieri Nonverbal Ability Test, the Naglieri Tests of General Ability Verbal, Quantitative and Nonverbal with coauthors Dina Brulles and Kim Lansdowne and the forthcoming Kaufman Multidimensional Assessment of Creativity with James Kaufman and Cecil Reynolds. He is also well known for his neurocognitive theory of intelligence referred to as PASS and measured with the Cognitive Assessment System-2ndEdition and the related book Helping Children Learn-Second Edition; the Autism Spectrum Rating Scale (2010); Comprehensive Executive Function Inventory (2013); the Devereux Elementary Student Strengths Assessment (DESSA); and the DESSA-mini for universal screening of SEL behaviors. In summary, Dr. Naglieri has an extensive research program that includes scholarly research, books, and psychological tests with an emphasis on uniting sound theory with equitable scientific practice.

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