 Arizona law requires that all public school districts must both identify gifted learners and provide appropriate educational programs and services for gifted learners. However, the law does not prescribe the models that districts must use to serve their gifted learners. What you should know…

Gifted Students are Identified by Cognitive Abilities Test Measure Reasoning in:  Verbal  Quantitative  Non-verbal CUSD

Normal Distribution

Characteristics of Gifted Variety of Interests Excellent memory Long attention span Unusual curiosity Persistence in attacking difficult mental tasks Good problem solving/reasoning abilities Rapid learning ability High degree of energy  Above average language development  Preference for older friends  Heightened sensitivity  Non-conformity behavior  Keen powers of observation  Vivid imagination  Good sense of humor  Sense of justice and moral sensitivity

 Exposure to increasingly difficult vocabulary and concepts  Integration of a variety of ideas at many levels  Opportunities to solve problems in diverse ways Program Accommodations  Exposure to ideas at a faster pace  Access to challenging curriculum and intellectual peers  Opportunities to contribute to solutions of meaningful problems  Freedom to pursue individual interests within a given topic

Elementary : Knox Gifted Academy Self-Contained CATS Classes at Satellite Campuses Jacobson, Ryan, Santan Consultative Model Secondary : Junior High CATS High School – Self Select Menu of Honors, AP, IB CUSD Models

 Offers identified gifted students differentiated curriculum in the regular classroom.  The classroom teacher (with the help of a site mentor teacher or the Assistant Director for Gifted) develops an instructional plan  Plan differentiates the curriculum by:  setting individual goals for the student  recommending the use of advanced materials  setting more rigorous outcomes in the area of strength.  Plan is Communicated to the parents  Revisited quarterly for effectiveness Consultative

 Accelerated and In-depth Studies Program  Interaction With Intellectual Peers  Provides Academic Challenge  Provides Opportunities for Independent Studies in Areas of Interest  Experience Meaningful Involvement in Real Problems  Taught by teachers who specialize in gifted education Satellite/KGA

A Three Tier Approach to Gifted Services in CUSD  Knox Gifted Academy Academic Peers Accelerated Curriculum Project Based Mandarin Language Performing Arts 1:1 Technology Gifted Endorsed Teachers  CATS Satellite Campus (Jacobson, Ryan, Santan) Academic Peers Accelerated Curriculum Project Based Gifted Endorsed Teachers  Consultative Accelerated Curriculum Individualized Learning Plan

Why Are Gifted Programs Needed? Research (from the National Association of Gifted Children) Gifted and talented students and those with high abilities need gifted education programs that will challenge them in regular classroom settings and enrichment and accelerated programs to enable them to make continuous progress in school.

 According to a recent report on high­ achieving students, more than 7 in 10 teachers of these students surveyed noted that their brightest students were not challenged or given a chance to “thrive” in their classrooms.  Gifted students need gifted programming in many cases because the “general education program is not yet ready to meet the needs of gifted students” (p. 9) due to lack of general educators’ training in gifted education and the pressure classroom teachers face to raise the performance of their struggling students. It’s more than just giving students a challenge in classrooms:

 Several longitudinal studies have shown that gifted programs have a positive effect on students’ post­ secondary plans. For example, studies found that 320 gifted students identified during adolescence who received services through the secondary level pursued doctoral degrees at more than 50X the base rate expectations.  In a follow ­up report on the same study participants at age 38, 203 participants, or 63%, reported holding advanced terminal degrees (master’s and above). Of these, 142 (44%) held doctoral degrees and 8 of these 142 had more than one doctoral degree. As a benchmark for this accomplishment, the authors of this study compared these rates to the general U.S. population, noting that only approximately 2% of the general population held a doctoral degree according to the 2010 U.S. Census. Gifted programming positively influences students’ futures.

 A sample of 2,409 intellectually talented adolescents (top 1%) who were assessed on the SAT by age 13, and provided services through a talent search program, was tracked longitudinally for more than 25 years. Their creative accomplishments, with particular emphasis on literary achievement and scientific­ technical innovation, were examined and results showed that distinct ability patterns identified by age 13 foreshadowed creative accomplishments in middle age. Among the sample, participants had earned 817 patents and published 93 books. Gifted programming builds life-long learners

 Grade Level and Above Grade Level Objectives  Differentiated  Depth  Complexity  Novelty  Acceleration  Differentiated through:  Content  Process  Product  Topics Curriculum

1 Support mastery of accelerated core content incorporating depth and complexity 2 Develop an understanding of the interrelationships among the disciplines 3 Develop inquiry skills 4 Develop critical and creative thinking, problem solving, and decision making skills 5 Develop proficiency in communicating abstract and complex ideas, relationships, and issues CATS Program Guiding Principles

 Teacher/Student Ratio  Schools  Transportation  Multi-Age Classes  Contract / Commitment  Homework  Siblings  Answers to FAQ’s

 Change of Schools  First Experience With Academic Challenge  Label  Perfectionism Challenges for Families

1.Visit the Infinite Campus Portal 2.Login using your child’s login information. (Username is “s” plus the student ID number and password is unique). 3.Complete the contract to accept (or decline) gifted services. 4.Complete an open enrollment application 5. Final placement letters will be sent to your home in March. Next Steps…

Please be our guest at the Catalyst for Change Conference Saturday April 23rd, 2016 Basha High School 11 am – 2 pm