1. IEP Instructions for Students Identified as Gifted
This power point presentation includes instructions for completing Individual Education Programs (IEPs) for students identified as gifted under the current Policy 2419 in West Virginia.
Please see the sample IEP separate from this presentation.
West Virginia Board Policy 2419, Regulations for the Education of Exceptional Children, are aligned with the IDEA 2004 regulations.
Click on slide or scroll down to the next slide.

2. IEP Instructions for Students Identified as Gifted
Refer to IEP Instructions at
for general instructions.
View items that are available at the OSP website (forms and general instructions) and the Gifted Education website (Reaching and Teaching Guidelines, Example of Gifted IEP, Graphic Organizers, Learning Styles, etc.).

4. High Expectations Functional knowledge of content reinforced
Concepts emphasized for deeper understanding
Gifted Education teachers and parents should not be satisfied with the mastery of content of grade level, but should expect above mastery and distinguished achievement levels which include the higher-level think skills.
This is crucial in striving not only to meet the particular strengths and needs of students identified as gifted
but also to prepare them for the ever changing conditions of the 21st century.

5. Policy 2510 - Regulations for Education Programs
Acceleration is the process through which students can obtain mastery of content at a faster or earlier rate. Acceleration is available for all students who demonstrate academic readiness for various delivery options. Acceleration includes, but is not limited to:
Early school entrance
Double promotion – whole grade skipping
Compacted classes/schedules
Single subject acceleration
Testing out (HS courses)
Early graduation
Dual Credit Courses
“West Virginia Earn a Degree – Graduate Early” (EDGE) courses
College Board’s Advanced Placement courses
International Baccalaureate programs
This type of acceleration is available to (highlight) any student who, by an above-the grade level assessment, demonstrates academic readiness. This is not a special education issue and does not require an IEP if the student will receive the same kind of instruction as other students in the general education classroom. However, if the gifted education teacher provides consultation to monitor the progress of the student identified as gifted in the general classroom, this should be listed as an indirect service under Special Education Services on the IEP.

6. Policy 2419 – Regulations for the Education of Exceptional Children
Acceleration
Enrichment
Acceleration – instruction that allows the individual student to master content at a faster or earlier rate either horizontally or vertically across grade levels.
Enrichment – instruction that allows the student to study a subject more broadly or in greater depth. It goes beyond fundamental knowledge and skills and provides opportunities for critical thinking.

7. Policy 2419 – Regulations for the Education of Exceptional Children
Horizontally within grade level
Vertically

9. 5th Grade History
6th Grade History

10. Specialized Instruction
Differentiation
Specialized instruction delivered by a gifted education specialist through an IEP - Specialized instruction is carefully planned, coordinated, individualized learning experiences that extend beyond the core curriculum to meet the specific learning needs evidenced by the individual student.
Differentiation, for gifted and high ability learners, is providing gifted students with different options than those offered to their classroom peers in the general classroom for acquiring content, processing ideas, and developing products (Tomlinson, p.3) Since children identified as gifted are gifted 24 hours a day, 7 days a week, differentiation is needed in the general classroom.
Specialized instruction delivered by a gifted education specialist through an IEP - Specialized instruction is carefully planned, coordinated, individualized learning experiences that extend beyond the core curriculum to meet the specific learning needs evidenced by the individual student.
Differentiation , for gifted and high ability learners, is providing gifted students with different options than those offered to their classroom peers in the general classroom for acquiring content, processing ideas, and developing products (Tomlinson, p.3) Since children identified as gifted are gifted 24 hours a day, 7 days a week, differentiation is needed in the general classroom.
There may be some instructional activities that you may feel that you cannot do in the general classroom and that is an individual service that the gifted education specialist should provide. This should be decided early in the planning stage; preferably at the IEP meeting. Just don’t expect the gifted education specialist to spontaneously provide specialized instruction on the spot. (Harry M.)

13. Gifted Education in WV Not a “Program”
“Program” connotes a single practice.
Revised NAGC Standards replaced “program” with “programming.”

14. Key Concepts
Provide opportunities to explore themes, issues and “big-ideas” across different content areas
Reinforce content in general curriculum (WV CSOs)
Allow content compacting to allow for accelerated and enriched learning
Incorporate a study of methods for conducting research, including planning, goal setting, time management, adjusting strategies when appropriate, task completion
Provide opportunities to design

15. Key Concepts
Offer a variety of activities to address different learning styles
Journals
Debates
Visual presentations
Constructing models
Competitive/non-competitive games
Self-directed/independent study
Group/team work
Project-based learning
Require critical and creative thinking in problem solving (examining different points of view, making logical inferences and assumptions) includes teacher questioning that requires analysis and evidence for answers

16. Labeling Thinking Skills & Processes
“Let’s look at these two pictures.”
“What do you think will happen when…?”
“Let’s look at this problem.”
“Let’s COMPARE these two pictures.”
“What do PREDICT will happen when…?”
“Let’s ANALYZE this problem.”

17. Labeling Thinking Skills & Processes
“How do you know that’s true?.”
“How else could you use this?”
“Do you think that is the best alternative?”
“What evidence do you have to support…?”
“In what situations might you APPLY this…?”
“As you EVALUATE these alternatives..”

18. Critical Characteristics of the Gifted Learner On Which Differentiation Is Based
Precocity
Complexity
Intensity
Creative
Conceptual
Perfectionistic
Joyce Van Tassel Baska 2009

19. Learner Char. and Corresponding Emphasis in the Curriculum
The Learner
Precocity
Intensity
Complexity
The Curriculum
Advanced Content
Process/product depth
Issues/concepts/ themes/ideas

20. The Integrated Curriculum Model
Process
Address different learning styles (not ability levels)
Product Creative and performance- based
Content
Skills – Ideas,
issues, themes
across domains of
learning
Processes - addressing different learning styles (not ability levels).
Visual/spatial – using mind maps, charts
Verbal/Linguistic – reading, listening, relating (essays)
Logical/Mathematical – problem solve, show by an equation

21. Process Visual/spatial – using mind maps, charts
Verbal/Linguistic – reading, listening, relating
Logical/Mathematical – problem solve, show by an equation, If-Then

22. Differentiating Products
Debate
Presentation
Brochure
But at higher levels of thinking
Create a Play
Mock Trial
Creating a brochure is a good activity for all students. But for high ability student, require justification or prioritizing or some higher order thinking. For example, some students could create a brochure listing the tourism attractions in West Virginia, while students with higher abilities could create a brochure listing the tourism attractions with justifications (why white-water rafting in West Virginia is better than in Colorado.
Another example, some students could list the sources of energy in a presentation, while other students could list the sources and compare in costs and/or effects on environment.

23. Specially Designed Instruction
Specially designed instruction that modifies the general curriculum.
Special Education Services - a change to the content of the general education curriculum due to the nature of a student’s exceptionality or the unique needs arising from the student’s exceptionality.
Examples:
Advanced concepts and more challenging content at grade level
Accelerated content
More in-depth study of a particular topic within the content at grade level
Problem-based instruction – Open-ended questions
Higher-level thinking skills
Creative product - Alternatives to general expectations
Opportunities to design/construct based on principles or criteria
Highlight “change to the content” beyond what is offered in the general education classroom.

24. Explicit Instruction in Thinking: teach students to reason using a model that will cross over more than one domain – become second-nature.
Explicit Instruction in Thinking: Instead of teaching a lesson on a certain skill, teach students to reason using a model that will cross over more than one domain.
Notice that one of the elements in Paul’s model is Point of View. Point of view is very important concept to teach- making inferences about point of view. For example, write a first-person account of a historical event.

25. Whole Brain Thinking
“…actually two half-brains, designed to work together as a single integrated whole…”
Left hemisphere:
logic
sequence
literalness
analysis
Right hemisphere:
synthesis
emotional expression
context
the big picture
Chris McManus (2002)
Right Hand Left Hand

26. Whole Brain Thinking
“Put the two together and one gets a powerful thinking machine.”
“Use either on its own and the result can be bizarre or absurd.”
Chris McManus (2002)
Right Hand Left Hand

27. IEPs for Students Identified as Gifted: Focus on the Whole Mind
Design is a classic whole-minded aptitude
Design is something that everyone does every day
“Design is a high-concept aptitude that is difficult to outsource or automate”
A Whole New Mind
2. A Whole New Mind
3. A Whole New Mind
Times New Roman
Arial
Courier New
Daniel Pink (2006) A Whole New Mind

28. If you think design is not important…

29. Underachieving Gifted

30. Types of Underachieving Gifted
The non-compliant
The working-hard-at-being-different
The challenging-authority
The angry/discouraged/frustrated
The social/nonsocial
The divergent “outside of the box” thinker
The complex

31. Underlying causes Social Factors Culturally Diverse Family Dynamics
Instructional/School Factors

32. Underlying causes Social Factors Peer influences?
Socio-economic factors? (Not an “achievement environment”)
Gender?
Few professional jobs that require higher education in the area.

33. Underlying Causes Individual Factors
Problems with competition? Response to stress?
Lack of organizational skills?
Low cause/effect ability?
Inability to delay gratification?
Low self-esteem?
Dominant (if I can’t be the best) or dependent personality (someone else’s fault)?
Developmental transitions? Changing relationships?
Early power and attention (the only thing he/she can control?)
Perfectionism? (Yes, perfectionism)
Hypersensitivity –
To developmental transitions
To family transitions (moves, other events)
Response to stress
To grief/loss - depression
Changing relationships
Response to classroom, teachers, curriculum, justice/fairness, cruelty to others
Dominant personality – If can’t be the best, dominant over others, then don’t even try or belittle the activity.
Dependent personality – Always someone else’s fault.

34. Interventions Two categories: Counseling Instructional
Research on effective intervention models remains scarce. Although there have been many case studies and articles, few actually use an experimental design. This may be because there would be ethical issues in using a control group and withhold treatment that would be valuable for underachieving gifted students.
Interventions aimed at reversing gifted underachievement fall into two general categories: counseling and instructional interventions (Reis and McCloud, 2000)

35. Interventions Counseling
Goal is to help the student decide whether achievement is a desirable goal.
If so, then help reverse counterproductive habits and cognitions.

36. WHAT TO BE ALERT TO * Depression
* Suicidal ideation ("Should I worry about you--that you'll hurt yourself?")  
* Thoughts of violence  
* Our own feelings about achievement  
* Responding only with a punitive approach  
* Having only a simplistic view of a very complex, idiosyncratic phenomenon  
* Questioning whether they are "gifted" (teacher, child, counselor, parent)  

37. Interventions Instructional Use of self-regulation strategies
Opportunity to work on an area of interest in a preferred learning style
Time to interact with an appropriate peer group
Curriculum compacting – Eliminate redundancy
Project-Based Learning
Using Renzulli’s Type III Enrichment Projects, investigations showed some positive gains in either behavior or achievement during the course of the school year. 11 of the 17 participants showed improved achievement; 13 of the 17 students appeared to exert more effort within their classes; and 4 of the 17 students showed marked improvement in their classroom behavior.
Curriculum compacting lets students get credit for knowledge and skills and buys time to pursue more challenging content or interest-based enrichment opportunities rather than more of the same.

38. IEP Development
With the above Key Concepts of gifted education in mind,
the gifted specialist is ready to begin IEP development.

39. Present Levels of Academic Achievement and Functional Performance
What is the student’s present level of performance in relationship to district standards and benchmarks in the general curriculum?
Present Levels summarize current achievement in the areas of need Why does the student need differentiated instruction?
Are there areas of concern not reflected in the general curriculum, e.g. social skills?
What relevant strengths does the student exhibit?
What educational supports and interventions demonstrate the ability to enhance educational success? (Previous learning rates, instructional methods used, learning styles inventory, interest inventories.)
In developing an IEP, Present Levels of Academic Achievement and Functional Performance must be written that summarize the current achievement levels.
Since the WESTEST scores are not available until August, consider:
Convene/reconvening the IEP meeting in the fall, changing the anniversary date
Use other assessments (Acuity - Dibels) or use performance-based assessments
Highlight “social skills.” Will the student need a behavior intervention plan or counseling services.
Highlight “relevant.” Consider the student’s strengths in relation to the state’s standards and benchmarks in the general curriculum.
Highlight “supports and interventions.” What learning style does the student prefer?
Information from the student.
What areas are of greatest importance to the child?

40. Present Levels of Academic Achievement and Functional Performance
Academic records, standardized tests, rubrics, checklists and observations from parents and the classroom teacher and information from the student himself are all effective means of determining present levels of academic achievement and functional performance.
Summative assessments
Benchmark assessments including rubrics
Present Levels
Information from the Student
Read slide.
Classroom performance; grades, end-of-course tests
Observations
Teacher(s)
Parent(s)

41. Present Levels of Academic Achievement and Functional Performance
Summative Assessment
An assessment OF learning. An event after learning that sums up the learning at the time of the test.
Accountability
Placement or Entrance criteria
Allocation of resources
Examples:
WESTEST ACT SAT NAEP
Determine a grade or ranking in a group.

42. Present Levels of Academic Achievement and Functional Performance
Benchmark Assessment
Also an assessment OF learning – Common or Interim Assessments.
Examples
End of chapter tests
Rating scale of product or performance
Rubrics of product or performance
Acuity
DIBELS
For above-the-grade level testing that is aligned to the present WV CSOs, explore the Acuity website. Contact John Miller for further information.
Benchmark assessments are also used in the present levels of performance.
You may need to use a qualitative assessment to obtain present levels of performance.

43. Present Levels of Academic Achievement and Functional Performance
Formative Assessment
An assessment FOR learning. Occurs while the learning is forming.
Not high stakes
Not for accountability
Not for report card grades
Examples:
* Teacher informal questioning * Homework
* Pre-tests * K-W-L chart

44. (APTA) Part V: Assessment Data G
Don’t assume the students identified as gifted have mastered grade-level content. Benchmark assessments are important to identify gifted underachievement and goals should address gifted underachievement.
WESTEST 2 is at grade-level; so assessing above-grade level skills is important for advanced learners to avoid repetition and redundancy.

45. INDIVIDUALIZED EDUCATION PROGRAM
_____County Schools
Student’s Full Name __Jane Doe Date _______
PART VII: PRESENT LEVELS OF ACADEMIC ACHIEVEMENT AND FUNCTIONAL PERFORMANCE
Narrative Descriptions of Present Levels of Academic Achievement and Functional Performance (refer to IEP Instructions) Add pages as needed
General Information
Jane, who will be in 7th grade in the next school year, scored at the Distinguished Level in Reading/Language Arts, Math, Science, and Social Studies on the 6th grade WESTEST 2008.Using the Acuity assessment tool, Jane has already demonstrated above mastery level skills in the 7th grade math curriculum based on WV 21st Century 7th grade math CSOs. Using teacher-made rubrics and checklists, Jane demonstrated mastery and above level skills in the 6th grade CSOs in Reading/Language Arts, Science and Social Studies.
Given a learning styles inventory, Jane is a logical/mathematic learner who learns best by using logic and patterns to solve problems. She will benefit from the provision of logical activities involving equations to solve a real-world problem. Jane would also benefit from activities that develop verbal/linguistic skills in order to better communicate math and logic skills.
Given an interest inventory, Jane shows an interest in math and computers.
Jane’s exceptional intellectual ability and her outstanding achievement, as shown in the above assessment data, indicates that she may be under challenged by the basic content instruction normally (next page)
Narrative:
Highlight the statement about how the student’s exceptionality impacts or affects the general instruction.
Highlight the statement about the consideration of acceleration.

46. INDIVIDUALIZED EDUCATION PROGRAM
_____County Schools
Student’s Full Name __ Date _______
PART VII: PRESENT LEVELS OF ACADEMIC ACHIEVEMENT AND FUNCTIONAL PERFORMANCE
Narrative Descriptions of Present Levels of Academic Achievement and Functional Performance (refer to IEP Instructions) (Continued)
provided in the general education classroom.
Reading
At this time, the data does not indicate the need for acceleration to the next grade level in reading/language arts. She will receive enrichment to include differentiation of products and critical thinking in reading/language arts activities.
Math
Jane will benefit from acceleration in the math curriculum to Algebra I.
Functional Skills
Jane continues to need the provision of extension activities and more in-depth study of topics focusing on higher-order thinking skills to enrich the grade-level curriculum in reading/language arts, science and social studies.
Highlight the statement about how the student’s exceptionality impacts or affects the general instruction.
Highlight the statement about the consideration of acceleration.

47. Present Levels Annual Goals:
Every goal must relate to a need identified in the present levels.
In order for students identified as gifted to have an equitable education, they must make progress annually. They may achievement above mastery and distinguished levels, but their scores should also show progress.

48. Annual Goals Time Condition Behavior Criteria
Usually specified in the expected number of weeks or a certain date required for completion. The goal represents what the student can realistically be expected to attain during an academic school year.
Identifies the circumstances under which the behavior will occur.
Stated in positive terms and refers to observable, measurable actions that the student will perform.
Specifies the expected amount of growth (how much, how often and to what standards) required to achieve the goal. The criteria identifies when the goal is considered accomplished.
Read slide.
For the criteria, may not just use “teacher observation.” Must indicate a specific data collection element/method (e.g.,multiple choice tests, worksheets, charting, daily data sheets, checklists, rubrics, etc.)

49. Strategy for Quality Goal Development
Critical Skill
Timeframe
Condition
Behavior
Evaluation Criteria with Procedure
Determine a reasonable amount of learning time
Incorporate an evidence-based strategy in the condition that is provided or coordinated by the special educator. This is the specially designed instruction.
State a measurable student behavior - not a teacher behavior!
Identify a specific procedure for evaluating the behavior AND set a mastery level. 1 2 3 4

50. Cross-Curricular Goal Example
Critical Skill
Timeframe
Condition
Behavior
Evaluation Criteria with Procedure
By the end of grade 9
when provided a model for problem solving and conferencing with teacher for each research/PBL project phase
Jane will select 4 resources to plan, develop, organize and deliver a research/PBL project
as measured per project using rubric and a rating of above average or more on final product.
PROCESS

51. Product INDIVIDUALIZED EDUCATION PROGRAM Page __ of __
_____County Schools
Student’s Full Name __Jane Doe Date _______
PART V: ANNUAL GOALS, Part A
Timeframe
Condition
Behavior
Evaluation Procedure
with Criteria
Mastery/Progress Codes (optional) (per Grade Period)
By the end of the school year,
given a community project of her choosing, a variety of resources and support
Jane will develop an informational brochure including justification of statements and conclusions
with 100% correct grammatical and mechanical properties in writing throughout the brochure.
given a variety of resource materials, electronic and non-electronic, and a research model
Jane will plan, develop, organize and deliver a research project, with documented sources, in-text citations to avoid plagiarism and computer-generated graphic aids.
demonstrating a highest level of proficiency on a 4 level research rubric for 3 out of 4 trials.
Product
Addresses product. The product should address higher level thinking rather than just a list of information (i.e., why is this important/relevant in present day living; how will this impact future living in the community?).

52. Process INDIVIDUALIZED EDUCATION PROGRAM Page __ of __
_____County Schools
Student’s Full Name ___Jane Doe Date _______
PART V: ANNUAL GOALS, Part A
Timeframe
Condition
Behavior
Evaluation Procedure
with Criteria
Mastery/Progress Codes (optional) (per Grade Period)
By the end of the school year,
given extension activities within the 7th grade social studies curriculum
Jane will communicate her research effectively using spoken, written and visual language for a variety of audiences and for different purposes
at the distinguished level on a teacher-made rating scale for 4 out of 5 trials.
By the end of the school year,
given support in multi-disciplinary project-based learning model
Jane will apply the steps of a problem-solving model to complete a project or analyze a situation
with the highest level of proficiency on a 4-level problem solving rubric for 3 out of 4 trials.
Process
Problem-solving goal address process – using a model in instruction and learning. (See “Teaching with Models” power point presentation).
Address learning style (logical/mathematical; verbal/linguistic; visual/spatial)

53. Content INDIVIDUALIZED EDUCATION PROGRAM Page __ of __
_____County Schools
Student’s Full Name __Jane Doe Date _______
PART V: ANNUAL GOALS, Part A
Timeframe
Condition
Behavior
Evaluation Procedure
with Criteria
Mastery/Progress Codes (optional) (per Grade Period)
By the end of the school year,
given access to distance learning and facilitation by the gifted specialist
Jane will complete an on-line Algebra 1 course
demonstrating mastery of the course objectives on an end-of-course exam.
given printed texts from current real-life issues and concerns, and focusing on key concepts and principles
Jane will use graphic organizers and visualization techniques to interpret information (e.g., charts, graphs, diagrams, non-verbal symbols)
demonstrating completion of 100% of items on a teacher-made checklist for 4 out of 4 .
Content
Content

54. Your turn… INDIVIDUALIZED EDUCATION PROGRAM Page __ of __
_____County Schools
Student’s Full Name __Jane Doe Date _______
PART V: ANNUAL GOALS, Part A
Timeframe
Condition
Behavior
Evaluation Procedure
with Criteria
Mastery/Progress Codes (optional) (per Grade Period)
By the end of the school year,
Content
Your turn…

55. Services
Students may need supplementary aids and services provided in the general education environment.
Supplementary aids - a change to the environment, materials, assignments, parameters, or other expectations that does not change the content of the general education curriculum.
Examples:
Streamline drill, practice, review and test preparation
Acceleration (grade skipping; double promotion)
Distance learning
Read slide. An accommodation does not change the content, such as acceleration to another grade level (double promotion, grade skipping).
This is generally what the gifted education teacher would like for the general education teacher to provide in the general education classroom to accommodate the exceptionality.

56. Services
Special Education Services - a change to the content of the general education curriculum due to the nature of a student’s exceptionality or the unique needs arising from the student’s exceptionality.
Generally, two categories:
Acceleration
Enrichment
Highlight “change to the content” beyond what is offered in the general education classroom.

57. Specialized Instruction in B. Related Services in C.
Part IX: Services
Accommodation in A.
Specialized Instruction in B.
Related Services in C.

58. Interim IEP Instructions for Students Identified as Gifted
Direct Services (by the special educator):
Pull out to Resource Room (SEE)
Special Classes (SEE)
Direct Instruction by the Gifted Specialist in the General Classroom (Co-Teaching) (GEE)
Independent Study
Mentorship
Distance Learning (Gifted Education teacher as facilitator)
Technology – Telecommunication
Seminars
Read slide.
There are currently no special classes (as defined as 60% or more time in special education).

59. Interim IEP Instructions for Students Identified as Gifted
Indirect Services:
Consultation
WV Policy 5202 states: § Consultative Special Education Teacher. – A special education teacher may serve in a consultative role to content certified and highly qualified general education teachers who are providing direct initial instruction to special education students.
The consultative special education teacher is not the teacher of record for students to who s/he is providing services.” Does not confer the grade.
Read slide.

60. Interim IEP Instructions for Students Identified as Gifted
Consultation (continued)
To confer a grade: If the special education teacher of gifted education does not hold the appropriate content specialization, a formal procedure must be developed to show collaboration and inclusion between the special education teacher and the general education instructors who are the teachers of record and who are conferring the grade.
The mere presence in the classroom is not “a formal procedure to show collaboration.”
Read slide.

61. Interim IEP Instructions for Students Identified as Gifted
Placement Options:
General Education: Full-Time (80-100%)
General Education: Part-Time (40-79%)
Special Education: Separate Class (0-39% in general education)
1650 minutes per week or 330 minutes per day.

62. 1650 minutes per week. 30 minutes per week SEE = 2% REE = 98%

63. Interim IEP Instructions for Students Identified as Gifted
Prior Written Notice (PWN)
Dispute Resolution
State Complaint Procedures
Mediation
Due Process Hearing
The procedures for dispute resolution are outlined in Policy 2419 and in the Procedural Safeguards.
Policy 2419 states that the IEP must be written to address the student’s needs resulting from his/her exceptionality.
Parents may use the dispute resolution by requesting mediation, filing a complaint, or requesting a due process hearing.
The county may also use the dispute resolution by requesting a due process hearing.

64. Four-Year Plan
Gifted Eligibility in WV ends when the student exits the eighth grade if the student does not meet eligibility criteria for Exceptional Gifted. Those students are guaranteed participation in advanced and honors classes in high school through a Four-Year Education Transition Plan.
It lists all courses for grades 9-12 with designated honors and advanced classes that the team deems appropriate and must be implemented by the school system.
It carries the same weight as an IEP, but it is not reviewed by a special education teacher. It is reviewed annually by the student, parent, school counselor, and school administrator.
WV State code 18-2E-3b. The present Policy 2510 requires a Five-Year Transition Plan and the Four-Year Education Plan. The revision to Policy 2510 replaces the Five-Year Plan with the Four-Year Education Plan for those students identified as gifted in 1-8 but not as exceptional gifted.

65. IEP Grades 9-12
Same as above regarding IEPs.

66. Resources New Online IEP Form: http://wvde.state.wv.us/osp/forms.html
Policy 2419 at
Resources for teachers at
Pink, Daniel (2006) A Whole New Mind, Riverhead Books Published by the Penguin Group. New York, NY
Tomlinson, Carol Ann, & Doubet, Kristina (2006) SMART in the Middle Grades, Westerville, OH, National Middle School Association
Van-Tassel-Baska, Joyce (2003) Content-Based Curriculum for High-Ability Learners, Waco, TX, Prufrock Press, Inc.