References
Article 9B. Academically Or Intellectually Gifted Students. Chapter 115C Article 9B, (1996).
Brown, E. (2012, February). Is Response to Intervention and gifted assessment compatible? Journal of Psychoeducational
Assessment, 30 (1), 103-116.
Burke, K. (2010). The balanced assessment model. Balanced assessment from formative to summative (pp.19-26). Bloomington,
Indiana: Solution Tree Press.
Coleman, M. ((2009, Summer). Meeting the needs of gifted students within an RtI framework. Gifted Child Today, 32 (3), 14-17.
Connecticut Association for the Gifted. (2013). Understanding and challenging the gifted: A teacher's handbook. Retrieved 12/12, 2013, from http://www.ctgifted.org/website/cmsAdmin/uploads/Gifted-Teacher-Booklet.pdf
Davidson Institute for Talent Development. (2013). North carolina. Retrieved 12/12, 2013, from http://www.davidsongifted.org/db/state _policy_north_carolina_10028.aspx#LegislationAndPolicies
Duke TIP. (2013). Gifted characteristics. Retrieved 12/12, 2013, from http://tip.duke.edu/node/99
Dweck, C.S. (2010). Even Geniuses Work Hard. Educational Leadership, 68(1), 16-20.
Leppien, J.H. (2011). Parallel curriculum units for math instruction 6-12. Corwin: Thousand, Oaks, CA (1-11).
McCoach, D.B. Rambo, K.E. & Welsh, M. (2012, November). Assessing the growth of gifted students. Gifted Child Today, 57 (1) 56-67.
North Carolina Association for the Gifted and Talented. (2013). Legislative resources. Retrieved 12/12, 2013, from http://www.ncagt.org/resources/legislative
Person County Schools. (2013). Local academically or intellectually gifted (AIG) plan
Renzulli, J., Leppien, J., and Hays, T. (2000). The Multiple Menu Model: A Practical Guide for Developing Differentiated
Curriculum. In University of Connecticut: The National Research Center on the Gifted and Talented. Retrieved July 2, 2014
from http://www.gifted.uconn.edu/mmm/mmmart01.html.
Ryser, G. & Rambo-Hernandez, K.E. (2014, January). Using growth models to measure school performance: Implications for gifted
learners. Gifted Child Today, 37 (1), 17-23.
Shah-Coltrane, S. (2013). Academic services and instructional support. Retrieved 12/12, 2013, from http://www.ncpublicschools.org/academicservices/gifted/
Staskiewicz, W. L. (2013). Person county schools 2013-2016 handbook for for AIG-gifted education
Stiggins, R.J. (2002). The assessment crisis: The absence of assessment FOR learning. Phi Delta Kappan, 83 (10), 758.
State Board of Education Policy. (2013). North carolina academically or intellectually gifted program standards. Retrieved 12/12, 2013, from http://www.ncpublicschools.org/docs/academicservices/gifted/ncaig-program-standards.pdf
Stephens, K. R., & Karnes, F. A. (2000). State definitions for the gifted and talented revisited. Exceptional Children, 66(2), 232.
Szabos, J. (1989). Challenge. Bright Child Gifted Learner, (34), 4.
Van Tassel-Baska, J. (2008, July). What works in curriculum for the gifted. Speech presented at Asia Pacific Conference on the Gifted,
Singapore.
Warne, R.T. (2014, January). Using above level testing to track growth in academic achievement in gifted students. Gifted Child Today,
58 (1), 56-67.
Brown, E. (2012, February). Is Response to Intervention and gifted assessment compatible? Journal of Psychoeducational
Assessment, 30 (1), 103-116.
Burke, K. (2010). The balanced assessment model. Balanced assessment from formative to summative (pp.19-26). Bloomington,
Indiana: Solution Tree Press.
Coleman, M. ((2009, Summer). Meeting the needs of gifted students within an RtI framework. Gifted Child Today, 32 (3), 14-17.
Connecticut Association for the Gifted. (2013). Understanding and challenging the gifted: A teacher's handbook. Retrieved 12/12, 2013, from http://www.ctgifted.org/website/cmsAdmin/uploads/Gifted-Teacher-Booklet.pdf
Davidson Institute for Talent Development. (2013). North carolina. Retrieved 12/12, 2013, from http://www.davidsongifted.org/db/state _policy_north_carolina_10028.aspx#LegislationAndPolicies
Duke TIP. (2013). Gifted characteristics. Retrieved 12/12, 2013, from http://tip.duke.edu/node/99
Dweck, C.S. (2010). Even Geniuses Work Hard. Educational Leadership, 68(1), 16-20.
Leppien, J.H. (2011). Parallel curriculum units for math instruction 6-12. Corwin: Thousand, Oaks, CA (1-11).
McCoach, D.B. Rambo, K.E. & Welsh, M. (2012, November). Assessing the growth of gifted students. Gifted Child Today, 57 (1) 56-67.
North Carolina Association for the Gifted and Talented. (2013). Legislative resources. Retrieved 12/12, 2013, from http://www.ncagt.org/resources/legislative
Person County Schools. (2013). Local academically or intellectually gifted (AIG) plan
Renzulli, J., Leppien, J., and Hays, T. (2000). The Multiple Menu Model: A Practical Guide for Developing Differentiated
Curriculum. In University of Connecticut: The National Research Center on the Gifted and Talented. Retrieved July 2, 2014
from http://www.gifted.uconn.edu/mmm/mmmart01.html.
Ryser, G. & Rambo-Hernandez, K.E. (2014, January). Using growth models to measure school performance: Implications for gifted
learners. Gifted Child Today, 37 (1), 17-23.
Shah-Coltrane, S. (2013). Academic services and instructional support. Retrieved 12/12, 2013, from http://www.ncpublicschools.org/academicservices/gifted/
Staskiewicz, W. L. (2013). Person county schools 2013-2016 handbook for for AIG-gifted education
Stiggins, R.J. (2002). The assessment crisis: The absence of assessment FOR learning. Phi Delta Kappan, 83 (10), 758.
State Board of Education Policy. (2013). North carolina academically or intellectually gifted program standards. Retrieved 12/12, 2013, from http://www.ncpublicschools.org/docs/academicservices/gifted/ncaig-program-standards.pdf
Stephens, K. R., & Karnes, F. A. (2000). State definitions for the gifted and talented revisited. Exceptional Children, 66(2), 232.
Szabos, J. (1989). Challenge. Bright Child Gifted Learner, (34), 4.
Van Tassel-Baska, J. (2008, July). What works in curriculum for the gifted. Speech presented at Asia Pacific Conference on the Gifted,
Singapore.
Warne, R.T. (2014, January). Using above level testing to track growth in academic achievement in gifted students. Gifted Child Today,
58 (1), 56-67.