This book will help the reader every step of the way with detailed guidelines, practical tips, templates, action plans, and suggestions for strategic planning teams as well as for the sole practitioner. Consolidating the sage advice and up-to-date research of 29 leaders in the field, this comprehensive and highly practical guide takes the guesswork out of providing appropriate services and programming for high-ability students from elementary through high school. Each chapter addresses a key feature of gifted programming, from identification to evaluation and advocacy, and includes: (1) Definition, Rationale, and Guiding Principles of the key feature; (2) Attributes That Define High Quality for assessing effectiveness; (3) Flawed Example of the key feature and strategies to improve the example; (4) Revised Example, illustrating implementation of high-quality attributes; (5) Strategic Plan for Designing or Remodeling the key feature, delineating the steps involved; (6) Template for Getting Started, helping you take the first steps of a complex process; and (7) Must-Read Resources. Informed planning allows the reader to tailor services to the specific needs of students, whether in a rural, urban, or suburban community. Superintendents, administrators, teachers, and advocates will find Designing Services and Programs for High-Ability Learners invaluable in defending, developing, and monitoring high quality gifted services and programs. After the Foreword (Pat O'Connell Ross), Guest Foreword (Eric J. Smith), Preface (Jeanne H. Purcell and Rebecca D. Eckert), and Introduction (Sandra N. Kaplan and Joseph S. Renzulli), this book consists of the following twenty-one parts: (1) Identifying Students' Cognitive and Affect Needs (Mary S. Landrum); (2) Developing a Mission Statement on the Educational Needs of Gifted and Talented Students (Rebecca D. Eckert); (3) Developing a Definition of Giftedness (Sidney M. Moon); (4) Providing Programs for Special Populations of Gifted and Talented Students ( Christine J. Briggs, Sally M. Reis, Rebecca D. Eckert, and Susan Baum); (5) Constructing Identification Procedures (E. Jean Gubbins); (6) Articulating Gifted Education Program Goals (Cheryll M. Adams); (7) Comprehensive Program Design (Sally M. Reis); (8) Curriculum for Gifted Education Students (Deborah E. Burns, Jeanne H. Purcell, and Holly Hertberg); (9) Developing Services That Meet the Social and Emotional Needs of Gifted Children (Maureen Neihart); (10) Creating a Comprehensive and Defensible Budget for Gifted Programs and Services (Carolyn R. Cooper); (11) Selecting Learning Resources in the Education of the Gifted (Ugur Sak and C. June Maker); (12) Managing a Communication Initiative in Gifted Education (Kelly A. Hedrick); (13) Roles, Responsibilities, and Professional Qualifications of Key Personnel for Gifted Education Services (Jann H. Leppien and Karen L. Westberg); (14) Designing a Professional Development Plan (Marcia B. Imbeau); (15) Developing a Plan for Evaluating a Program in Gifted Education (Carolyn M. Callahan); (16) Connecting Program Design and District Policies (Karen B. Rogers); (17) Aligning Gifted Education Services With General Education (Carol Ann Tomlinson, Kristine J. Doubet, and Marla Read Capper); (18) Planning for Advocacy (Julia Link Roberts); (19) State Policies in Gifted Education (Joyce VanTassel-Baska); (20) Using Scientifically-Based Research to Make Decisions About Gifted Education Programs, Services, and Resources (Tonya R. Moon and Deborah E. Burns) and (21) Strategic Planning and Gifted Programs (Linda Smith). The following is appended: Establishing a Gifted Education Advisory Committee (Jann H. Leppien and Karen L. Westberg). An Index is included. [Joint publication with the National Association for Gifted Children.]