Hear From Your Peers

• Mankato, MN - Best Practices for Promoting Diversity in Identification for G&T Programs
• Richardson ISD - Part 1: Equitable Placement of Students in Diverse Environments
• Richardson ISD - Part 2: Differentiated Services for Students from Diverse Environments
• Jeffco, CO - Part 1: Using Ability Data as a Bridge to Equity: Building Structures that Engage Stakeholders with Cognitive Data
• Jeffco, CO - Part 2: Using Ability Data as a Bridge to Equity - Building Capacity for Educators to Leverage Cognitive Data in the Classroom
• Douglas County, CO - Navigating Change for Greater Equity
• Newton County, GA - Amplifying Student Strengths to Maximize Growth
• Anchorage, AK - Introducing Multiple Pathways to Enable Talented Students
  
• Oldham County, KY - The Biggest Lever for Student Growth: Ability Data
• Charleston County, SC - Stretch or Support Student Ability
  
• Richardson ISD - Putting It All Together
• Onslow County - Now that we've leveled the playing field, what game are we playing?
• Diocese of Jefferson City & Diocese of Kansas City/St. Joseph - Best Practices to Gain Data Insights for Student Achievement
  
• State College Area - Increasing Universal Screening Effectiveness through Equitable Processes for the Unserved
• Trumbull County, OH - Uncovering Equitable Identification Practices
• Scottsdale Christian Academy (ACSI) - Soaring to New Heights in Student Achievement
• Piqua City Schools, OH - Guided Steps to Algebra Success
• The Jay School Corporation, IN - Guided Steps to Algebra Success
• Dublin City Schools - Seeing Students Flourish

• **NEW** - Understanding Student Strengths and Learning: Completing the Puzzle

Hear From the Experts

• Universal Screening - More Important Now than Ever Before​
• Measuring Cognitive Reasoning with Validity and Equity​
• Best Practices in Using Local Norms​
• Ability Profile™ Scores and Differentiating Instruction
• Interpreting CogAT Scores in the Time of COVID
• This Student is Gifted. Now What?
• Interpreting Achievement Data in a Post-Covid World
• Readiness and Growth for Advanced Learners
• Building a Well-Balanced Student Profile with Andi McNair

I T.E.A.C.H. Summer Style

• Math Reflections for Instructional Practice
• Assessment Scores that Affect Change
• Assessment Data to Identify Learning Loss in Reading
• A Positive Testing Culture for Data Talks and Next Steps
• How Does Longitudinal Growth Impact Learning?
  
• Leading the Way with Data!

CogAT in the Classroom

• What is Ability Data and Why Does it Matter
• Ability Profiles™: Understanding Student Cognitive Strengths
• Ability Data as a Tool for Differentiation
• Develop Students' Verbal, Nonverbal, & Quantitative Reasoning Skills
• What to Do as a Gifted Coordinator
• Local Norms and Equitable Identification
• In the Eyes of a Parent: Understand Your Child's Cognitive Ability
• Help All Students Thrive in the Classroom and Beyond
• Understand Social-Emotional and Cognitive Strengths
• Compare Student Potential and Performance

For Educators By Educators

• Week 1: Over-testing our kids (and what to do about it)
• Week 2: Aligning instruction for every student’s needs
• Week 3: Supporting English Learners and Diverse Learners in the Classroom
• Week 4: Addressing External Influences and Social-Emotional Learning
• Week 5: Being Creative in Amplifying Student Potential
• Week 6: Building the Bridge Between Special Ed and Gen Ed
• Week 7: Advancing Equity in Your Classrooms 

Educational Equity

• Using Ability Insights to Guide More Equitable Program Decisions (Part 1 / 3)
• Dispelling the Myths: Why You Need Verbal, Non-Verbal, and Quantitative Data to Provide Equal Opportunities (Part 2 / 3)
• Considerations for Remote Administration and Data Analysis this Fall (Part 3 / 3)
• Practical Tips to Expand Gifted Opportunities as a Pathway to True Educational Equity - Colin Seale and Dr. Joni Lakin
• Tangible Equity: A Framework for Identity, Excellence, and Leadership In and Beyond the Classroom - Colin Seale and Dr. Joni Lakin
• Invisible Inequities in Assessment Programs: Disrupt Your Assessment Programs to Meet All Student Needs
• Introduction to the Balanced Assessment Playbook

Social-Emotional Learning

• Promoting Educational Equity Through SEL Assessment - Aperture Education + Riverside Insights
• Hear from Your Peers: A School’s Journey to Proactively Improve Student Well-Being - LEAD Public Schools, TN
• A Strengths-Based Approach to SEL for ALL Students
• Social Emotional Learning in Gifted Education

Response to Intervention (RTI)

• Easy Tools for RTI in Action - Live Session 1 + Q/A
• Easy Tools for RTI in Action - Live Session 2 + Q/A
• Easy Tools for RTI in Action - Session Recording Only
• CBM Skills and easyCBM: The Benefits of Diagnostic Math Practice
• Write Right Now and easyCBM: Offering Writing Assessment and Intervention Across Content Areas
• Pandemic Learning Loss- Using easyCBM to Guide Recovery
• Skip, Repeat, or Intervene - Perspective for the GenEd Classroom: Why Intervention is our Best Option
• Hear From Your Peers: Rutherford County, TN – Best Practices for Scaling Intervention Systems

Product-specific Resources

Cognitive Abilities Test™ (CogAT®)

• Getting to Know CogAT
• CogAT and Equity
• Getting to Know CogAT for Differentiation
• Getting to Know CogAT Profiles
• Getting to Know CogAT for Parents
• Take your CogAT Scores out of the Drawer - CogAT Dashboard
• 3 Things You Can Do Right Now with CogAT Data
  CogAT and Culturally Responsive Identification Practices
  • The Myth of Culture-Fair Tests
  • Evidence‐Based Suggestions of How to Set Up a Universal Screening Process
  • Options for Language‐Reduced and Nonverbal Administration with CogAT Form 7 and 8
  • Identifying English Learner Students for Gifted and Talented Programming

CogAT, Iowa Assessments™, easyCBM®, and Iowa Algebra Aptitude Test™ (IAAT™)

• **NEW** - The Story of a Child's Limitless Learning
  

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