This manual is intended to assist teachers in Nebraska's schools in meeting the needs of high-ability learners in their classrooms. Chapter 1 focuses on curriculum differentiation regarding the content, process, and product. Bloom's taxonomy of thinking is discussed; a list of acceptable student projects for elementary and secondary students is provided; and a chart describing instructional and management strategies for differentiation is included. Chapter 2 discusses curriculum compacting for those students who already show mastery of their respective grade-level curriculum. Preassessment, modification, and learning activities are addressed. A sample independent study contract is provided. Chapter 3 suggests alternatives for educators to enrich the curriculum for high-ability learners. Different models for curriculum integration are described, and guidelines for interdisciplinary planning are provided. Chapter 4 suggests means to accelerate the curriculum for high-ability learners. Chapter 5 demonstrates ways to use cooperative learning in an appropriate manner for high-ability learners, and Chapter 6 discusses how mentoring can be an invaluable tool for high-ability learners. Social and emotional needs of high-ability learners are outlined in Chapter 7, while funding issues and concerns are addressed in Chapter 8. The final chapter has suggestions for staff development. (References are provided for each chapter.) (CR)