Curriculum Studies


Writing CLEARly Effective Curriculum for High-Ability Students

Friday, November 10
2:30 PM - 3:30 PM
Location: 201 A

The CLEAR Curriculum Model incorporates elements from three widely used models in gifted education – Differentiation, Depth and Complexity, and the Schoolwide Enrichment Model. CLEAR Curriculum units have received NAGC curriculum awards and raised achievement outcomes in research, and they are LOVED by teachers. This session focuses on the process of teaching teachers how to write quality curriculum using the foundational elements of the CLEAR Curriculum Model. Specifically addressed are the use of continual formative assessment and data-driven learning experiences, the articulation of clear learning goals, and rich curriculum, all of which support the development of authentic products and robust student learning.

Tracy C. Missett

Assistant Professor
University of Montana

Dr. Missett is an Assistant Professor at the University of Montana's Phyllis J. Washington College of Education and Human Sciences where she currently holds the Suzanne and Dave Peterson Endowed Professorship in Gifted Education. Dr. Missett received her Ph.D. and B.A. from the University of Virginia, her J.D. from the University of California, Hastings College of the Law, and her M.A. from Teachers College, Columbia University. While a doctoral student at the University of Virginia, Dr. Missett was a Graduate Research Assistant on a project of the National Research Center on the Gifted and Talented (NRC/GT) and engaged in research on the effectiveness of the CLEAR Curriculum Model as well as on the impacts of Destination Imagination. Dr. Missett has published multiple articles and book chapters on topics in gifted education, and she has received awards in both curriculum and research from the National Association for Gifted Children.Her primary research interests include twice-exceptional students, gifted students with complex emotional and behavioral profiles, curriculum development, and creativity as a component of giftedness.


Send Email for Tracy Missett

Cheryll M. Adams

Director Emerita
Center for Gifted Studies & Talent Development Ball State University

Cheryll M. Adams, Ph. D. (University of Virginia) in Educational Psychology, emphasis in gifted education, is the Director Emerita of the Center for Gifted Studies and Talent Development at Ball State University. She served two years as the Director of Academic Life, Indiana Academy for Science, Mathematics, and Humanities and has a fifteen-year background in teaching science and math in both public and private schools. She teaches courses on gifted education for the University of Virginia, and has presented widely at local, state, national and international conferences. She is a former member of the Board of Directors of NAGC and serves on several NAGC committees. She is currently the Chair of the NAGC Professional Standards Committee. In 2002 she received the NAGC Early Leader Award and in 2014 the Distinguished Service Award. She is a Past President of the Indiana Association for the Gifted and Past President of The Association for the Gifted, a division of the Council for Exceptional Children. She has many publications, including 12 co-authored books, 19 book chapters, and numerous articles. She is an NCATE SPA reviewer and auditor. She received BSU’s Outstanding Administrative Service Award, the Colby Award for contributions to Education from Sigma Kappa National Sorority, the Vivian Conley Award from the city of Muncie, IN, two service awards from IAG in 2003 & 2007, and the IAG Leadership Award in 1998. She has written 39 grants and received 35 ranging from $500 to 2.8 million. She was the co-author, the Project Director, and a PI of Project GATE, Project CLUE, and Project CLUE-Plus, three large federal Jacob K. Javits grants that she received while at BSU. She was on the writing team for the NAGC book on the CCSS-Math and is the co-author of the two NAGC books on the NGSS.


Send Email for Cheryll Adams

Carolyn M. Callahan

Commonwealth Professor
University of Virginia

Dr. Carolyn M. Callahan is currently Commonwealth Professor of Education at the University of Virginia. In addition to developing and overseeing the Master’s and Doctoral Programs in Gifted Education and teaching classes in gifted education, Dr. Callahan developed the Summer and Saturday Enrichment Programs at UVA, and she is currently one of the principal investigators on the projects of the National Center for Research on the Gifted and principal investigator on a Javits grant focusing onr rural gifted students. She has been recognized as Outstanding Professor of the Commonwealth of Virginia and Distinguished Scholar of the National Association for Gifted Children and has served as President of the National Association for Gifted Children and the Association for the Gifted, and as Editor of Gifted Child Quarterly. Dr. Callahan has published over 200 articles and 50 book chapters on the topics of evaluation of gifted programs, gifted females, curriculum, and the identification of gifted students. She is the co-editor of the recently published books, Fundamentals of Gifted Education: Considering Multiple Perspectives and Critical Issues in Gifted Education (Revised Edition).


Send Email for Carolyn Callahan

Amy Azano

Assistant Professor
Virginia Tech

Dr. Amy Price Azano is an Assistant Professor of Adolescent Literacy in the School of Education at Virginia Tech. She is the co-principal investigator on a U.S. Department of Education grant, "Promoting PLACE in Rural Schools," and an affiliate faculty member with the Virginia Tech Center for Autism Research. Her scholarship focuses on rural literacies, place-based pedagogy, and the literacy needs of special populations, particularly those in rural communities.


Send Email for Amy Azano


Writing CLEARly Effective Curriculum for High-Ability Students


Attendees who have favorited this

Please enter your access key

The asset you are trying to access is locked. Please enter your access key to unlock.

Send Email for Writing CLEARly Effective Curriculum for High-Ability Students