Cindy A. Strickland has been a teacher for twenty-five years and has worked with students of all ages, from kindergarten to master's degree. A member of the ASCD Differentiation Faculty Cadre, Cindy works closely with Carol Ann Tomlinson and has coauthored several books and articles with her. In the past eight years, Cindy's consulting work has taken her to forty-six states, five provinces, and three continents where she has provided workshops on topics relating to differentiation, the Parallel Curriculum Model (PCM), and gifted education. Cindy's publications include Staff Development Guide for the Parallel Curriculum; The Parallel Curriculum Model, 2nd edition; The Parallel Curriculum Model in the Classroom: Applications Across the Content Areas; and In Search of the Dream: Designing Schools and Classrooms That Work for High Potential Students from Diverse Cultural Backgrounds. Publications in differentiation include Professional Development for Differentiated Instruction: An ASCD Toolkit, Exploring Differentiated Instruction, Tools for High-Quality Differentiated Instruction: An ASCD Toolkit, the ASCD online course Success with Differentiation, the book Differentiation in Practice: A Resource Guide for Differentiating Curriculum, Grades 9-12, and a unit in the book Differentiation in Practice: A Resource Guide for Differentiating Curriculum, Grades 5-9.Joseph S. Renzulli is professor of educational psychology at the University of Connecticut, where he also serves as director of the National Research Center on the Gifted and Talented. His research has focused on the identification and development of creativity and giftedness in young people and on organizational models and curricular strategies for total school improvement. A focus of his work has been on applying the strategies of gifted education to the improvement of learning for all students. He is a fellow in the American Psychological Association and was a consultant to thenbsp;White House Task Force on Education of the Gifted and Talented. He was recently designated a Board of Trustees Distinguished Professor at the University of Conï¿½necticut. Although he has obtained more than $20 million in research grants, he lists as his proudest professional accomplishments the UConn Mentor Connection program for gifted young students and the summer Confratute program at UConn, which began in 1978 and has served thousands of teachers and administrators from around the world. nbsp;
Sally M. Reis is a professor and the department head of the Educational Psychology Department at the University of Connecticut where she also serves as principal investigator of the National Research Center on the Gifted and Talented. She was a teacher for 15 years, 11 of which were spent working with gifted students on the elementary, junior high, and high school levels. She has authored more than 130 articles, 9 books, 40 book chapters, and numerous monographs and technical reports.nbsp;nbsp;Her research interests are related to special populations of gifted and tal-ented students, including: students with learning disabilities, gifted females and diverse groups of talented students. She is also interested in extensions of the Schoolwide Enrichment Model for both gifted and talented students and as a way to expand offerings and provide general enrichment to identify talents and potentials in students who have not been previously identified as gifted. She has traveled extensively conducting workshops and providing profes-sional development for school districts on gifted education, enrichment programs, and talent development programs. She is co-author of The Schoolwide Enrichment Model, The Secondary Triad Model, Dilemmas in Talent Development in the Middle Years, and a book published in 1998 about women's talent development titled Work Left Undone: Choices and Compromises of Talented Females. Sally serves on several editorial boards, including the Gifted Child Quarterly, and is a past president of the National Association for Gifted Children.