The Naglieri General Ability Tests- Verbal (Naglieri-V: Naglieri & Brulles, 2021), Naglieri General Ability Tests- Nonverbal (Naglieri-NV, Naglieri, 2021), and Naglieri General Ability Tests- Quantitative (Naglieri-Q: Naglieri & Lansdowne, 2021) were designed to remove cultural influences, allow students to solve problems regardless of the language they speak, and significantly reduce the amount of formal knowledge required so tests measure how well students 'think', rather than what students 'know'.
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The Naglieri tests (the NNAT series) have long been a standard in the field of ability testing. Amid the calls for equity and inclusion within gifted education, the new Naglieri General Ability Tests aim to meet that need. This companion, Understanding and Using the Naglieri General Ability Tests, offers educators administering the tests or who have students taking the tests a guide to the why, how, and what now.
Split into three parts, Understanding and Using the Naglieri General Ability Tests covers:
Written by well-known gifted education experts Dina M. Brulles, Ph.D., Kimberly Lansdowne, Ph.D., and Jack A. Naglieri, Ph.D., Understanding and Using the Naglieri General Ability Tests provides administrators, gifted coordinators, and teachers with clear direction for answering the call for equity and inclusion in education.
Available October 2022
Brulles, Dina, M., Lansdowne, Kimberly, & Naglieri, J.A. (2022) Understanding and using the Naglieri General Ability Tests. Free Spirit Publishing.
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For more information about the Naglieri General Ability Tests visit NaglieriGiftedTests.com
The authors explain how the model differs from grouping practices of the past, and they present a roadmap for implementing, sustaining, and evaluating schoolwide cluster grouping. Practitioners will find a wealth of teacher-tested classroom strategies along with detailed information on identifying students for clusters, gaining support from parents, and providing ongoing professional development. Digital content features customizable reproducible forms and a PowerPoint presentation designed for in-service training.
Winebrenner, S. and Brulles, D., The Cluster Grouping Handbook: How to Challenge Gifted Students and Improve Achievement for All, Minneapolis MN, Free Spirit Publishing, (Revised) 2019
Grouping learners purposefully throughout the school day based on their needs and the curriculum remains the single best way to differentiate instruction. This guide will help teachers expertly use flexible grouping and differentiation strategies to respond to students’ diverse learning needs, abilities, and interests. Included are methods for creating groups based on assessment data, planning group lessons and tiered assignments, engaging learners at all levels, supporting personalized learning, grading collaborative work, and communicating with parents about the benefits of group work and productive struggle.
Brulles, D., Brown, K.L., A Teacher’s Guide to Flexible Grouping & Collaboration, Minneapolis MN, Free Spirit Publishing, 2018
For years, teachers have turned to this book daily to ensure their gifted students are getting the opportunities they need and deserve. Included are proven, practical, classroom-tested strategies and step-by-step instructions for how to use them. The new edition of Teaching Gifted Kids in Today's Classroom provides information on using technology for accelerated learning, managing cluster grouping, increasing curriculum rigor, improving assessments, boosting critical and creative thinking skills, and addressing gifted kids with special needs.
Winebrenner, S. and Brulles, D., Teaching Gifted Kids in Today’s Classrooms, Minneapolis MN, Free Spirit Publishing, (Revised) 2018
This book is intended to support educators in the design and implementation of comprehensive gifted education plans. From planning to actual implementation, this book takes the reader from goals and purpose to assessing student needs and program design. The authors begin with a broad overview of best practices in programming and services, highlighting connections to student needs, programming standards, and state laws. Their recommendations include philosophical, cultural, and practical considerations and data-based decision making. In this book, Peters and Brulles guide the reader through the process of determining the most optimal programming methods for schools to take based on their individual needs and circumstances. With this book, schools will be able to design and develop programs and/or services that lay the foundation necessary to ensure all students are appropriately challenged.
Peters, S.J., Brulles, D., (2017). Designing Gifted Education Programs and Services: From Purpose to Implementation, Prufrock Press Publications.
Differentiated Lessons for Every Learner supports middle school teachers in teaching all students, including those with high ability. The book contains extension lessons in each content area with learning activities that align with the national content standards, embed ELA Common Core Standards, and correlate to DOK levels. The extension lessons provide for active learning tailored to address multiple learning levels. Using this semi-structured process ensures differentiated learning experiences that align to the standards while also respecting that students have different interests, different methods of learning, and most importantly, that they are learning at different challenge levels. The time is now upon us to emphasize interdisciplinary learning experiences that provide real-world connections and engage students in relevant and meaningful learning. We have long known that while critical for gifted and talented students, these higher level thinking strategies benefit all students.
Brulles, D., Brown, K. L., & Winebrenner, S. (2016). Differentiated lessons for every learner: Standards-based activities and extensions for Middle School. Prufrock Press Inc.
This teacher's guide will asset in understanding how some gifted students learn differently than others, accounting for each of the needs of the the unique students that fill the classrooms of America. This guide also helps teachers acquire strategies to connect how gifted students learn to the curriculum they must be taught. In addition, this guide allows teachers to recognize and identify giftedness in their students.
Naglieri, J., Brulles, D., Lansdowne, K., Helping All Gifted Students Learn: A Teacher’s Guide to Using Naglieri Nonverbal Assessments, San Antonio, TX, Pearson, 2008