1. Chandler Unified School District Chandler Academically Talented Students

3. History of the Program  Self-Contained Gifted Services in Chandler began in 1976 for 3-6 grade students.  Junior High CATS began in 2003 with the goal of addressing the specific needs of gifted junior high school students.

4. Adolescence (ages 10-15) The accelerated physical and personal development that occurs during this period is the greatest in the human life cycle and is marked by great variance in both the timing and rate of growth. These are the years during which each individual forms his/her adult personality, basic values, and attitudes. “Understanding and Appreciating the Wonder Years” (National Middle School Association, 2000).

5. Key Generalizations of the Adolescent Learner They seek autonomy and independence. They are by nature explorers, curious and adventuresome. They learn best through interaction and activity rather than by listening. They seek interaction with adults and opportunities to engage in activities that have inherent value. Their physical and social development become priorities. They are sensitive, vulnerable, and emotional. They are open to influence by the significant others in their lives.

6. Intellectual Characteristics Enjoys both intellectual and manipulative activities Prefers active involvement in learning Motivated to learn when lessons are related to immediate goals and interests Argues to clarify own thinking and to convince others Possesses a vivid imagination Exhibits independent, critical thinking Forgets easily because his/her mind is so preoccupied with other issues Sees relationships among similar concepts, ideas, and experiences and makes inferences Makes personal-social concerns a priority over academic matters

7. Intellectual Characteristics Enjoys both intellectual and manipulative activities Prefers active involvement in learning Motivated to learn when lessons are related to immediate goals and interests Argues to clarify own thinking and to convince others Possesses a vivid imagination Exhibits independent, critical thinking Forgets easily because his/her mind is so preoccupied with other issues Sees relationships among similar concepts, ideas, and experiences and makes inferences Makes personal-social concerns a priority over academic matters

8. Social Characteristics Desires to make personal choices Desires social acceptance Seeks peer relationships in order to conform to group norms Has more interest in relations with the opposite sex, but same sex friendships dominate Vacillates between desire for regulation and direction and desire for independence Wants identification with adults but not always willing to accept their suggestions Shows concern for oppressed groups Shows willingness to work and sacrifice for social rewards Tests limits of acceptable behaviors Easily loses track of time Likes fads, especially those shunned by adults Needs moderate amounts of time alone, in order to regroup and reflect on daily experiences

9. Social Characteristics Desires to make personal choices Desires social acceptance Seeks intellectual peer relationships in order to conform to group norms Has more interest in relations with the opposite sex, but same sex friendships dominate Vacillates between desire for regulation and direction and desire for independence Wants identification with adults but not always willing to accept their suggestions Shows concern for oppressed groups Shows willingness to work and sacrifice for social rewards Tests limits of acceptable behaviors Easily loses track of time Likes fads, especially those shunned by adults Needs moderate amounts of time alone, in order to regroup and reflect on daily experiences

10. Emotional Characteristics Relates self-esteem and self-concept to degree of physical development Begins to deal with and understand nuances and “shades of gray” Experiences simultaneous emotional conflicts Desires attention, sometimes without regard to how it is secured Shifts moods rapidly Can become rebellious toward adults Is easy to offend, sensitive to criticism Shows optimism, hope for the future Displays prankish sense of humor Values direct experience in participatory democracy Observes flaws in others easily but slow to acknowledge own faults Searches for the answer to “Who am I?”

11. Emotional Characteristics Relates self-esteem and self-concept to degree of physical development Begins to deal with and understand nuances and “shades of gray” Experiences simultaneous emotional conflicts Desires attention, sometimes without regard to how it is secured Shifts moods rapidly Can become rebellious toward adults Is easy to offend, sensitive to criticism Shows optimism, hope for the future Displays prankish sense of humor Values direct experience in participatory democracy Observes flaws in others easily but slow to acknowledge own faults Searches for the answer to “Who am I?”

12. Elementary CATS High School Honors/AP GAP Gifted Adolescent Program

13. Social Interaction Autonomy Choice Independence Interactive Learning Fun Opportunity to make a difference Value What they want Structure Some Independence Boundaries Social Skills Study Skills What they need Ideally they get both…

14. How Junior High School CATS fills the “GAP” Extension of CATS program with the junior high school atmosphere Accelerated and in-depth studies Interaction with intellectual peers Academically challenging/rigorous Gifted endorsed teachers know both gifted and adolescent needs Opportunities for independent studies in areas of interest and level of advancement Experience meaningful involvement in real problems

15. The CATS Student: Asks questions Discusses in detail, elaborates Shows strong feelings and opinions Needs 1-2 repetitions for mastery Constructs abstractions Draws inferences Initiates projects Is intense Thrives on complexity The Honor Student: Is attentive Works hard Answers the questions In “top” group Learns with ease Needs 6-8 repetitions for mastery Completes assignments Absorbs information Learns techniques Is a good memorizer Differentiating Between CATS and Honors

16. Curriculum Accelerated Grade Level Objectives 7 th Grade:  9 th Grade (Year 1) Math  Gifted Language Arts  Gifted Science  Gifted Social Studies 8 th Grade:  10 th Grade (Year 2) Math  Gifted Language Arts  Gifted Science  Gifted Social Studies

17. Santan STEM Program: Possible further acceleration in math Seventh EighthNinth Grade: Grade:Grade: Algebra GeometryHonors Pre-Calculus Algebra 2* (*zero hour elective taken concurrently with Geometry)

18. Curriculum Two-Year Curriculum Same teacher provides continuity from one grade level to the next Integration Provides an interrelated study of the disciplines Accelerated Provides appropriate placement and pace

19. “…They already know they are smart. What they really need is an understanding that while most adolescents may feel alienated at times, gifted adolescents really are different due to the nature of their cognitive complexity and its associated social/emotional features.” - Gail Post PhD.

20. Santan Junior High CATS Ms. Sandy Bales – Social Studies Mrs. Erica Susser – English Language Arts Mr. Jake Southworth – Science Ms. Sarah Winzeler – Math Mrs. Barbara Kowalinski – Principal