The Wilkinson County School District agrees with the Fairfax County Public Schools (2012) and adopts the notion of ascending levels of intellectual demand as articulated through the Parallel Curriculum Model (PCM) (Tomlinson, 2002). Assumptions of this model are in alignment with the notion of giftedness in children and the need to provide a continuum of gifted services. These assumptions include:

  1. There is no one size fits all approach to teaching gifted learners and it is important to design curriculum that taps the potential of many learners.

  2. Curriculum and instruction for advanced learners must be flexible enough to address the needs of a diverse population of gifted.

  3. Teachers, as curriculum decision makers, play an important role in the development of high potential (Tomlinson, 2002).