TAG HANDBOOK AND GUIDELINES
Revised and School Board Approved
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BOONVILLE R1 SCHOOL DISTRICT
Talented and Gifted (TAG) Program
Handbook and Guidelines Revised 5/1/2018
Rationale for Gifted Program Curriculum:
The state of Missouri defines gifted children as "those children who exhibit precocious development of mental capacity and learning potential as determined by competent professional evaluation to the extent that continued educational growth and stimulation could best be served by an academic environment beyond that offered through a standard grade level curriculum." Missouri's special education law was enacted in 1973 and authorized the State Board of Education to establish state aid standards for special programs of gifted students. These programs must be different, not just in quantity of material covered, but in the type of curriculum offered in the regular public school programs. More recently, standards in the Missouri School Improvement Plan state "Each district identifies gifted and talented students at all levels and provides them differentiated instruction suitable for their levels of intellectual, physical and social maturity."
Boonville TAG Mission Statement:
Boonville TAG Program was developed for the Talented and Gifted students in the district. The TAG program will address the unique needs of identified gifted students by offering distinctive educational opportunities that enhance intellectual abilities, advance achievement, foster creativity, and nurture personal development.
By the end of eighth grade, gifted students in the Boonville School District will have had the opportunity to acquire the knowledge and skills to independently encourage and support independent learners, gather, analyze, and apply information and ideas. Communicate effectively within and beyond the classroom, recognize and solve problems, make decisions and act as responsible members of society, apply creative and critical thinking skills, and develop skills to work in a team situation.
We believe: gifted students have unique academic and emotional needs that require additional services outside of the regular classroom. Within the gifted population itself, there is a diversity of needs. Gifted students need support in the recognition and development of their own abilities to become architects of their own learning. Gifted students have the right to pursue new learning. Gifted students have the right to pursue their highest aspirations and interests. Interaction with intellectual peers (other gifted students) is crucial to the social, emotional, and intellectual development of the gifted student. Therefore: We believe modification of the school structure and enrichment curriculum is necessary for gifted students to reach their full potential.
Schedule of Services:
Kindergarten students are referred by their classroom teacher by end of first semester. Further identification procedures occur during second semester. Students are served by gifted program teacher at Hannah Cole Primary as identification is completed.
First and Second grade students who qualified for the TAG program during screening of the previous year are served at HCP by the TAG teacher once per week for 150 minutes.
Third, Fourth and Fifth grade students are served in a pull out program in the TAG classroom at David Barton Elementary School (DB) for 150 minutes per week.
Sixth,Seventh and Eighth grade students receive instruction in the Laura Speed Elliott, (LSE) TAG classroom, three days a week, for a minimum of 150 hours of enrichment per week. Students attend the TAG class each day for one period. Students are given the option of attending TAG either 1st or 2nd semester or may sign up for both semesters.(Some students opt to attend an Exploratory class one semester rather than TAG class.)
All students have the opportunity to learn and be successful. Teachers, counselors, and the administrative staff strive to provide students with the best education possible. To achieve this goal, school expectations have been created in order to support an environment that is safe and promotes an atmosphere of learning.TAG students are expected to follow all of the Boonville School handbook expectations. The TAG teacher will go over area expectations with students the first week, but all expectations fall under:
Always Give Your Best Be Respectful Be Safe Be Responsible
Develop skills to promote lifelong learning
Student Performance And Content Area Goals:
1. Become positively motivated, be encouraged to display desirable behaviors and develop a good
2. Be exposed to more challenging problems in order to realize that he/she can cope with difficult situations and it is not catastrophic if they must face a problem they are unable to immediately solve.
4. Develop awareness for the need to use their talents to make a positive contribution to society.
5. Acquire intellectual skills from analyzing, defining problems and finding alternative solutions.
6. Attain academic intellect through acquisition, organization and evaluation of knowledge.
7. Develop creative thinking skills, critical thinking skills, problem-solving abilities and logical thinking skills.
8. Develop confidence and responsibility in self, respect for self and others, understanding self as a gifted learner and assume responsibility for product development and completion.
9. Participate in various projects and activities in order to create original and worthwhile
10. Expand knowledge and awareness of various fields of study and develop new interests
that might lead to more intensive independent investigations.
11. Further develop the ability to use various resources for research, plan and produce an independent
investigation focusing on individual interests and/or needs, analyze the information for relevance to topic, organize information, construct products which effectively communicate the results of the investigation
and document sources appropriately.
12. Participate in a variety of structured programs designed to synthesize developing skills and meet a
quality level of expectation in presenting the final product to a varied audience.
13. Self-evaluate performance and products and when appropriate, evaluate the performance and
products of peers.
Content and Processes Related to Equity, Technology, Research and Workplace:
Equity: In units on explorers, athletes, famous people, inventors and inventions, female role models, black people in history and Native Americans the students learn about the obstacles these people encountered and what characteristics they possessed to reach their goal.
Research: During third quarter, students choose topics of their interest (Independent project) and conduct research using resources in the library and on the Internet to develop an original project. For example, an eighth grader researches an occupation of interest to them. They research the skills and education or instruction needed to successfully work in that field. The students present their findings and knowledge of the occupation by way of constructing an essay, project display and a 3D model.
Technology: Students use Computer-Assisted Design Program to produce creative graphic assignments. The Lego-Logo and Techno K'Nex Programs allow students to construct and program machines. These programs provide experiences in building projects and programming their movement to achieve specific goals. Other activities and projects include, but are not limited to: Google Classroom, Webquests, Tinkercad 3D printing, Online logic games and puzzles, Research, Powerpoint, Robotics-EV3, Word Documents, Excel,Web Page Development, Animation, Computer Programming, Coding, IPad Applications, Chromebook Applications, Google search engines along with other kid safe search engines for lower grades. ***Please make sure your child has signed a district technology form.
Workplace Readiness: During fourth quarter, grades 6-8 will explore a unit on careers, students investigate an occupation that interests them, including courses required, specific colleges and universities with degrees offered in that field, workplace conditions, average salary, qualities needed to perform the job and characteristics of the career. In the "Get a Life" simulation, students purchase houses and cars, calculate taxes, create a budget, and solve real life problems..
Boonville TAG curriculum is designed to foster gifted student development through these approaches:
- Bloom’s Taxonomy of Thinking (analysis, synthesis and evaluation) in group discussions and independent study on topics of student interest.
- Creative Problem Solving via Future City, Engineering Concepts, Lego EV3, Everfi, Junior Achievement, Coding.org, Kodable.com, Scratch..etc..
- Study of a particular content area (math, science, social studies, language arts, fine arts) with greater depth via field trips, units of study, mentorships and guest speakers.
- Affective skills assistance (reflective journals, discussions of giftedness)
- Students prepare tangible products such as media presentations, posters, pamphlets, reports and 3D models.
- based learning utilization of professionals’ thinking methods to solve real- life problems.
- based learning utilization of professionals’ thinking methods to solve real- life problems.
The focus of the gifted curriculum alignment is correlated with and complements the core subjects. Process skills consists of research and gathering of information, critical and creative thinking, problem solving, reasoning, decision-making and the ability to communicate with others effectively. These skills are introduced in kindergarten and and gradually improve to a more advanced level than the peers in the student’s grade-level would experience. Students are exposed to a variety of instructional strategies, assessments and opportunities that support the content listed in the Show-Me Standards and Grade Level Expectations.
Missed Core Class work:
As a rule, TAG students should have to make up regular classroom work missed while they are participating in the TAG program. Students will be held accountable for tests missed on the day they attend the TAG program. Occasionally, classroom teachers will need to have TAG students complete a homework assignment in order to identify whether they have a good understanding of the major concept. In many cases, students will demonstrate mastery of the concept. In other cases, the regular classroom teacher will need to review material with the TAG student either prior to or following their pullout day. At LSE, this has been addressed and is no longer an issue with the elective schedule, but if on a field trip, students will be held accountable for missed work .If there is a concern, please contact your administrator.
Students may have some homework associated with the TAG program. This will usually be in the form of long-range projects and journal writing that is done on Google Classroom and/or notebooks.
Kindergarten - 3rd grade: Students will receive a progress report at the end of each semester. Skills noted on the progress report include teamwork, effort/ task commitment, organizational skills, and critical thinking.
4th - 8th Grade: Students will receive a progress report at the end of each semester. Journaling (homework) will be noted on the progress report. Students are expected to turn in journaling each week. Skills noted on the progress report include teamwork, effort/ task commitment, organizational skills, and critical thinking.
LSE Middle school: Students receive a grade while in TAG. Students will receive a progress report at the end of each semester. Students are expected to turn in journaling each week. Grades are based on Journaling (homework on Google Classroom), research/project outcomes, teamwork, effort/ task commitment (students evaluate themselves and submit form to teacher), organizational skills, and critical thinking. When a TAG student earns a D or F, in any class, on a quarterly report card, he/she will be put on academic probation. The student will continue to participate in the program for the following quarter as grades are monitored. If the student does not raise his/her grade to a C or higher by the following quarterly report card, he/she will be dismissed from the program until the following year.
TAG Classroom Behavior:
Discipline concerns while in the TAG classroom will be treated the same as the Boonville R1 handbook per each school in which the student is enrolled; Hannah Cole Primary, David Barton Elementary or Laura Speed Elliott.
Students who perform well in the classroom are not necessarily gifted. Most children with average ability, family support and sufficient motivation can be expected to meet the requirements of the school curriculum. Not all of these students have the necessary aptitudes to apply their learning to the creation of new ideas and products. Not all have the driving curiosity about learning to invest one day each week away from their teacher and classmates. Some students who are unsuccessful in the classroom are gifted. These youngsters sometimes think in such a divergent way that they have trouble focusing on one correct answer. Their minds may operate so quickly that they fail to take the time to work neatly or to check for accuracy. Their interest may be so strongly developed that they do not exercise the self discipline to follow through with external requirements. They may be so aware of the ways in which they are different from other children; they choose to suppress their talents. Their internal standards may be so unrealistically high that they actively avoid taking risks of any kind.
*TAG students do not have to re-qualify to continue participating in the program. Students may leave the program if it is determined by the school and/or parents that the program does not meet the needs of the student at a particular time.
Gifted Referrals and Screening: Anyone can nominate a student for gifted testing. Gifted referrals must include two of the following:
Automatic Screening - At the beginning of the school year, classroom teachers will review test scores. If a student meets the criteria of one of the following screening instruments, he/she will be referred for gifted testing.
- Missouri Assessment Program: Student placed “Advanced” on Communication Arts AND Math state standardized tests.
- Teacher Nomination: Teacher nominations include classroom data such as research-based assessments and student observations.
- Parent/Guardian Nomination: Parent nominations include a gifted characteristics checklist and short answer section.
- Pre-Qualification Exam: OLSAT exam measures students abilities related to success in school, testing critical thinking and reasoning skills. Students will need to score 95% or higher to take the WISC-IQ exam for placement.
- Intelligence Test: Student scoring 125 or higher and/or scored in the 95% grade-level or group achievement test. A global measure of intelligence from the WISC-V or another approved test.
- Creativity scores from a Test of Creativity or a standardized nationally normed measure of academic achievement.
Specific tests of intelligence, creativity and achievement are used for identification purposes. Since only 2-5% of the school district's population meets the criteria for the TAG program, the individual's scores must qualify in the following areas:
General Mental Ability:
A. WISC-IV, WISC-V, WPPSI-III: full scale quantitative IQ or GAI Scores in the 95th percentile.
Full-scale or GAI scores on an individual quantitative intelligence test at or above the 95th percentile can be accepted. The district may use various IQ tests, administered according to their appropriateness in reference to program areas and student needs.
Guidelines for Testing:
1. If warranted, a second test of general mental ability will be administered after two full calendar years have elapsed, if the IQ score was less than 125 and/or GAI is less than 95th percentile.
2. ANY student who might qualify for gifted services will only be administered a test of general mental ability two times for the purpose of identification by ANY qualified personnel of the Boonville School School district and/or hired certified examiner.
Students transferring from another gifted program must have documentation that they were in the gifted program. Records will be reviewed by the TAG Program director after receiving them from the previous school district. Students who have been given tests not accepted by the TAG Program may need to be administered specific tests and the student must meet the Boonville School District requirements before attending TAG.
Twice Exceptional Student Procedures
If a student has a 504 plan, IEP or behavior plan, TAG has a specific set of procedures in place to help with a smooth transition to our program. When a child with special needs is ready to start TAG we want to make sure that necessary supports are in place for the success of the student.
These supports include:
- A copy of the IEP, 504 plan or behavior plan will be given to the TAG
teacher before the child starts attendance at the center.
- A meeting with the TAG teacher after they have had time to review the
student documentation and before the child starts attendance at the center.
In the case new TAG students who have Autism or Asperger’s
Syndrome (or have recently been diagnosed), we request:
A meeting is held between the TAG teacher, Special Education teacher and the student’s parent to explain the program and to answer any questions the parent may have. (This may take place after the teacher meeting if possible – step #2) a guardian or school personnel bring the student to the TAG classroom before he/she starts attendance for acclimation.
- If a concern arises – a conversation (over phone or in person) with the administrator/principal needs to take place before the student returns to TAG so that we have an alternate support plan in place. TAG teachers will contact the parents in the case that a student may not return to TAG because a conversation has not taken place.
Students who are testing a second time for TAG must meet the following criteria: Two years between testing, otherwise testing protocol invalidates the test. A WISC or Stanford-Binet score of 120+ on a previous test is suggested to be considered for retesting the following year. Based on research, it is highly unlikely for a student’s IQ score to deviate more than seven points upward. Continuation in TAG once a child has qualified for TAG, s/he does not have to be tested again to remain in the program during future years; however, all students who qualify for TAG may not necessarily do well in the program.
A student may have difficulty keeping up with his/her classroom work, may put pressure on him/herself to compete with others, or may experience other problems. If a question should arise about your child's continued participation in TAG, please contact the TAG teacher. Most problems can be resolved so that your child may continue in the program. After meeting with the TAG teacher (as well as the classroom teacher, counselor, and principal, if appropriate), you may decide it would be in your child’s best interest not to continue in the TAG program. If a decision to withdrawal your child from the program is made, a written request should be made and turned in to the school principal.
IF an TAG Student Needs to Miss TAG, It is very important for us to know where all of our students are and why they are not attending TAG for the day. Parents are asked to email the TAG teacher or call before 9:00 a.m. at 660-882-7474 and leave a voice message for the TAG teacher when your child is not attending TAG. Please tell us if your child is sick or is staying in classroom for a special activity. Students may not decide if they attend or miss TAG. Students are expected to maintain good attendance with exceptions of illness or a special activity at school. TAG teachers will ask for a phone conference with the parents of any TAG child who misses three or more TAG days in a row. Multiple absences from TAG may be an indicator of an issue that needs to be addressed.
Classroom Party Policy:
If your child’s TAG day falls on the day of a school’s party (e.g. Fall Party), the students can often return to their classroom in time for the party. Arrangements must be made by the parent and/or classroom teacher at least one week in advance.
Students need to keep a separate set of supplies at the TAG classroom so they will always have the tools they need. All supplies will be community supplies. The form is sent home with the welcome letter at the first of the year.
pencil pouch that is small and flat enough to fit in a binder
Plastic, 3 Brad pocket folder Package of plain pencils
Wide lined notebook paper Tissue box
DONATION OF $5.00 for 3D printer filament
Disinfecting wipes Package of AA Batteries for Lego Robots
There will be funds needed for field trips as they come about.
OPTIONAL: (for fun Makerspace engineering challenges)
Aleene's Craft glue, White Elmers Glue, construction paper, aluminum foil, craft sticks, toothpicks, pipe cleaners,straws, marshmallows, gummy bears, spaghetti ,foam board and any other items that you would like to donate that you don’t use.
Just ask the TAG teacher first.
The following forms need to be signed by the parents/guardian and returned before student may be involved with TAG.:
- Intent to Participate form
- Technology Acceptable use Policy (remember to have that filled out with your school)
The TAG teacher welcomes and encourages parent and classroom teacher communication. If your student is experiencing a problem with TAG or the classroom, it is important to contact the appropriate person. Your first contact should be the TAG teacher and/or the classroom teacher who will be glad to talk with you about any concerns. If necessary a team may be convened to help address concerns and find solutions. This may include the counselor, classroom teacher,TAG teacher, and principal.
Communications from the TAG Teachers, Parents and classroom teachers may expect the following communications from the TAG teachers: Fall Open House meeting for TAG families (August), TAG website information, Voicemail contact, Notification of district educational meetings for gifted parents. Fall and spring Student Led conferences (October/March) Phone calls, note, or email if your child is having difficulty with curriculum, socialization skills, etc. while at TAG. A phone call or email if the student’s behavior resulted in a trip to the office, or buddy room. Information concerning parent/teacher organizations and workshops focusing on gifted program via ClassDojo.com. Be sure to look for information on Class Dojo or email from the TAG teacher. It will contain important information about curriculum, meeting dates, websites that you might find useful, strategies that can be used with gifted students, updates and photos of what is going on in the class, etc.
PLEASE contact the TAG teacher with any communication instead of the secretaries.
Field Trips and Competitions:
Keep informed of field trip information through ClassDojo, email and permission slips sent home. If you would like to chaperone a field trip, please let the TAG teacher know when the event arises. The following field trips are tentative. We will try to plan at least one field trip for each grade level.
Grades K-3: Science or Coding event in the area
Grades 4-5: Literature Festival in Warrensburg, Mo.
Grades 4-5: GAM Day at the Capitol (March)
Grade 6-8 National History Day Competition OR Lego Competition OR Future City Competition in Rolla, Mo.
Further Knowledge and Resources:
- Gifted Association of Missouri: The purpose of the Gifted Association of Missouri (GAM) is to: create an awareness among parents, educators and the general public of the characteristics, needs and educational requirements of the gifted and talented. To support the development and funding of programs for the gifted and talented. To share and disseminate information about existing local, state and national educational programs for the gifted and talented. To encourage research relating to the identification and education of gifted and talented children and to assist in the dissemination of the information obtained to educators and the public.
- GAM co-sponsors an annual state conference with speakers who are recognized as leaders in the field of gifted education. GAM also sponsors area conferences to share information with parents and teachers. In the Kansas City area, the conference is held in the spring of the year. To become a member of this important organization visit GAM’s web site, http://www.mogam.org.
- The Gifted Association of Missouri is also on Facebook! Magazines of Interest About Gifted Creative Kids magazine is the nation's largest magazine by and for kids. The magazine bursts with games, stories, artwork, and opinions, all by and for kids ages 8–16. ($24.95 – four issues) http://www.prufrock.com/Creative-Kids-The-National-Voice-for-Kids-1-Year-SubscriptionP217.asp
- Parenting for High Potential – - $30 (Parent Membership) four quarterly issues National Association for Gifted Children (NAGC) $30 membership fee http://www.nagc.org or http://www.nagc.org/resources-publications/nagc-publications/parenting-high-potential.
- GAMbit – GAM’s online newsletter. It is FREE! Access it online at www.mogam.org The Gifted Child Today – four quarterly electronic issues for $18.00 http://gct.sagepub.com/ (The website offers a free 30 trial)
- Understanding Our Gifted Basic Subscription $35.00/year For parents who want access to current information only, this option allows you to view the four most recent issues of the journal. http://www.ourgifted.com/
The National Association for Gifted Children (NAGC) is an organization of parents, educators, other professionals and community leaders to address the unique needs of children and youth with demonstrated gifts and talents as well as those children who may be able to develop their talent potential with appropriate educational experiences.
The St. Louis Association for Gifted Education (SAGE) is a nonprofit organization whose primary focus is to provide information and support for parents, educators, students, psychologists, and others interested in developing the talents of high potential children.
The Gifted Resource Council (GRC) is a nonprofit education agency serving the greater St. Louis metropolitan area. Its purpose is to bring together the resources of the community, the schools and parents to help bright and talented children achieve their potential. GRC sponsors Saturday Learning Labs, and the Academic Challenge Cup; a friendly academic competition that includes: Creative Convention, Equations, and LinguiSHTIK. Participants include second through eighth graders from the entire metropolitan area.
Missouri Department of Elementary and Secondary Education(DESE) - Gifted Education Programs
GT World is an online support community for gifted and talented individuals and those who support and nurture them.
Supporting Emotional Needs of the Gifted (SENG)focuses primarily on the adults in the lives of gifted children. SENG provides information on identification, guidance, and effective ways to live and work with gifted individuals.
Hoagies' Gifted Education Page is a resource guide for the education of gifted children with links to resources on nearly every aspect of gifted education available on the Internet, plus annotations and first hand information provided by parents.
The Gifted Development Center serves parents, schools, and advocacy groups with information about identification, assessment, counseling, learning styles, programs, presentations, and resources for gifted children and adults.
Learning About Giftedness
Betts, G. & Kercher, J. (2000). Autonomous learner model (rev.). Greeley, CO: Alps Publishing.
Castellano, J. A., & Diaz, E. I. (2002). Reaching new horizons: Gifted and talented education for culturally and linguistically diverse students. Boston: Allyn and Bacon.
Clark, B. (2001). Growing up gifted: Developing the potential of children at home and at school (6th Edition). New York: Prentice Hall.
Colangelo, N. & Davis, G. (Eds.) (2003). Handbook of gifted education (3rd ed.). New York: Allyn & Bacon.
Esquivel, G. B., & Houtz, J. C. (Eds.) (2000). Creativity and giftedness in culturally diverse students. Cresskill, NJ: Hampton.
Ford, D.Y., Harris, J.J. (1999). Multicultural gifted education. New York: Teachers College Press.
Galbraith, J. Gifted kids survival guides. Minneapolis: Free Spirit Publishing.
Goertzel, V., Goertzel, M.G., Goertzel, T.G. & Hansen, A.M.W. (2004). Cradles of eminence: Childhoods of more than four hundred famous men and women, 2nd edition. Scottsdale: Great Potential Press.
Kerr, B. (1997). Smart girls - revised edition: A new psychology of girls, women and giftedness. Scottsdale: Gifted Psychology Press.
Kerr, B. and Cohn, S. (2001). Smart boys: Talent, manhood & the search for meaning. Scottsdale: Great Potential Press.
Piirto, J. (2004). Understanding those who create, 3rd edition. Scottsdale: Great Potential Press.
Roeper, A. (1995). Annemarie Roeper - selected writings and speeches. Minneapolis: Free Spirit.
Watts, J. (1989). In search of perspective. Scottsdale: Great Potential Press.
Social and Emotional Issues
Adderholdt-Elliot, M., Goldberg, J. (1999). Perfectionism - what's bad about being too good? (rev. ed.). Minneapolis: Free Spirit Publishing.
Cohen, C. (2000). Raise your child's social IQ: Stepping stones to people skills for kids. Silverspring MD: Advantage books.
Delisle, J., & Galbraith, J. (2002). When gifted kids don't have all the answers: How to meet their social and emotional needs. Minneapolis: Free Spirit Publishing.
Cohen, L. M., & Frydenberg, E. (1996). Coping for capable kids: Strategies for parents teachers and students. Waco, TX: Prufrock Press.
Duke, M.P., Nowicki. S., Martin, E.A. (1996). Teaching your child the language of social success. Atlanta: Peachtree.
Frankel, F. (1996). Good friends are hard to find: Help your child find, make and keep friends. Los Angeles: Perspective Publishing.
Greenspon, Thomas (2002). Freeing our families from perfectionism. Minneapolis: Free Spirit Publishing.
Halsted, J. W. (2001). Some of my best friends are books: Guiding gifted readers from preschool to high school, 2nd edition. Scottsdale: Great Potential Press.
Hipp, E. (1999). Fighting invisible tigers: A stress management guide for teens. (rev.) Minneapolis: Free Spirit Publishing.
Neihart, M. Reis, S.M., Robinson, N.M., & Moon, S. M. (Eds.). (2002). The social and emotional development of gifted children: What do we know? Waco, TX: Prufrock Press.
Kerr, B. (1997). Smart girls - revised edition: a new psychology of girls, women and giftedness. Scottsdale: Great Potential Press.
Kerr, B. and Cohn, S. (2001). Smart boys: Talent, manhood & the search for meaning. Scottsdale: Great Potential Press.
Little, J. (1990). Hey world here I am. New York: Harper.
Smutny, J. (2002). Underserved gifted populations: Responding to their needs and abilities (perspectives on creativity research). New Jersey: Hampton Press.
Smutny, J. (1998). The young gifted child: Potential and promise - an anthology (perspectives on creativity). New Jersey: Hampton Press.
Webb, J.T., Meckstroth, E.A., Tolan, S.S. (1982). Guiding the gifted child: A practical source for parents and teachers. Scottsdale: Great Potential
Thank you to the following for their assistance and information to put this handbook together:
Centralia, Missouri, NEXUS Program, Instructor: Ann L. Seider
Department of Elementary Schools and Education, Missouri Gifted Director, David Welch.” Identifying and Serving Traditionally Underrepresented Gifted Students Guidance for Missouri School Districts.”
Drury University, Assistant Professor of Education, Kristofor R. Wiley, Ph.D
Independence Missouri Program for the Academically and Creatively, IMPACT, Instructors: Melissa Barkley and Sheila Bonner St. Claire, Missouri Challenge Program Instructor: Mrs. Jennifer Hawkins