Acknowledgments

In addition, teachers and leaders in the following schools and districts have grown our expertise by opening the doors of their classrooms and inviting us into what they think and do: Amistad Dual Language School (NYC), Antioch School District 34 (IL), Arlington Heights School District 25 (IL), Bialik Hebrew Day School (Toronto, Canada), Charles E. Smith Jewish Day School (MD), Emma Lazarus High School for English Language Scholars (NYC), Garnet Valley Schools (PA), Harrisonburg City Schools (VA), Hempfield Area School District (PA), Jefferson County Schools (KY), Mannheim School District 83 (IL), North Shore School District 112 (IL), Rockingham County Schools (VA), and Winnetka School District 36 (IL). A special thanks to Charlottesville City and Albemarle County (VA) Schools, in which we both worked as research assistants on an immersive study of K–2 classrooms for the National Center for Research on Gifted Education at the University of Virginia.

We are indebted to friends and colleagues who generously lent their expertise and encouragement during the composing and editing process. Lara Galicia, Frances Collins, and Hedy Helfand shared pragmatic wisdom about teaching in diverse contemporary classrooms that helped us set our course. Amanda Sawyer kept us sharp mathematically, Eric Imbrescia offered important reflections on the first portion of the manuscript, and Lin-Manuel Miranda encouraged us to write "nonstop." We are especially thankful to Christine Trendel and Kelly Ellington, who read the manuscript in its entirety, offering us detailed suggestions and thoughtful feedback. Your insights were invaluable. Michelle Cude, Suzanne Farrand, Joel Heckethorn, Kori Hockett, Brian Knox, Lenore Layman, Jamilla Pitts, Amy Platt, Kyle Schultz, and Gena Southall: thank you for being eager cheerleaders of our work.

To our editing team at ASCD, Genny Ostertag and Miriam Calderone: our thanks for helping us hone our message and bring our ideas to life.

Our talented colleagues in the differentiation effort continue to be a true blessing. Jennifer Beasley, Catherine Brighton, Marla Read Capper, Eric Carbaugh, Cheryl Dobbertin, Kelly Hedrick, Holly Hertberg-Davis, Marcia Imbeau, Jane Jarvis, Tonya Moon, Wil Parker, Chad Prather, Judy Rex, Nanci Smith, Cindy Strickland, and Christine Trinter: your expertise, examples, and support inspire us.

We are grateful as well for leaders in the field of education whose work has influenced or nurtured us both individually and together. These include Grant Wiggins, Jay McTighe, Lynn Erickson, Carolyn Callahan, Joe Renzulli, Sally Reis, Jann Leppien, Del Siegle, LouAnn Lovin, and Susan Mintz.

Carol Ann Tomlinson, our advisor and mentor, launched us on this journey and has remained beside us, providing sage wisdom and insight, in the decades since. You will always be our teacher.

Our love and gratitude to the kids who are dearest to our hearts: Mason, Harley, Jake, Marissa, and Josh. You remained at the forefront of our thinking as we wrote each word.

To our families: Jessica's husband, Tim, and our parents, Don and Patti Faber and Eldon and Susan Doubet—you have loved and supported us throughout our lives as well as the process of writing this book. Thank you.

Finally, and most importantly, praise and thanksgiving to our gracious Heavenly Father, who teaches us "to act justly, to love mercy, and to walk humbly" (Micah 6:8). May this book reflect Your heart.