Definition and Purpose
A gifted learner is one who uses higher-level thinking skills and a wider range of abilities, possesses unique academic, and social-emotional needs. These students are intellectually advanced in one or more areas yet may have difficulties or be very average in other areas.
Gifted education provides a variety of instructional techniques that allow learners to reach their full potential and this program is student-centered and provides an environment that fosters intellectual growth and learning beyond the regular classroom.
The purpose of the program is to provide educational programming that is varied and flexible and offers challenging experiences for advanced learning with the appropriate resources.
In the Maricopa County Regional School District (MCRSD), students are identified as qualifying for gifted through a procedure that includes an assessment with a state-approved test, Cognitive Abilities Test (Cog AT). The Cog AT measures students’ verbal, quantitative and non-verbal skills. Students who score at or above the 97th percentile in the verbal, quantitative or nonverbal batteries will qualify for gifted services as per state mandate.
Philosophy and Goals
The philosophy of the MCRSD is one that encourages and nurtures complex thinking and creativity within an inclusive environment that allows for optimal development. Our district supports a multi-dimensional teaching approach that provides an appropriate academic curriculum.
The goals are to provide:
learning that is commensurate with academic ability and potential.
increased student self-confidence, self-image, and self-direction.
collaboration that promotes a drive for excellence.
opportunities for students to think creatively and foster self-reliance and direction.
sustainable implementation of a gifted program that involves administrative, teaching staff, parents and students working in a positive and collaborative effort.
Services and Model
The State of Arizona requires that services for gifted learners are offered as an integral part of the student’s regular school day and that it is “commensurate with the child’s intellect, ability and creativity.” The following services not only address the needs of all students, but for the purposes of this document, descriptions are focused on the unique needs of gifted learners.
An Academic Plan will be developed for students who qualify for gifted services. The plan allows for curriculum to be modified in one or more of the three areas; Expanded academic course offerings, Differentiated Instruction, and /or Supplemental Services. (See the Attached Gifted Academic Plan).
Transfer students previously identified as gifted by another district or charter school shall, within a reasonable and timely period, have determined in this district whether they are to receive gifted education and if so have the program provided without unreasonable delay.
Students enrolled in the school district may be recommended for gifted screening by parents, guardians or school personnel for placement in a regular classroom using existing curriculum, inquiry, differentiated instruction, project-based learning and/or increased depth of knowledge as defined by the Arizona State Academic Standards.
Teachers will receive professional development in strategies to deliver instruction that is differentiated from the general population to meet the needs of gifted learners. Specific instructional strategies are tailored to meet the needs of each gifted student, included open-ended questioning, projects, and activities that focus on high-order thinking skills.
Integration of Standards
MCRSD works cooperatively to vertically and horizontally align the state standards. The district teams work with the assistant deputy superintendent/curriculum coordinator to review state standards for content areas. Classroom teachers who work with gifted learners ensure that content, process, or product is differentiated within their classroom.
Identification/Results/Placement Process
In alignment with Arizona State Gifted Education Guidelines, testing referrals may be made by any of the following persons who are familiar with the students’ abilities, potential performance, and past records:
Child’s teacher
Child’s parent or legal guardian
Students themselves
Administrators, student advisors, or other support personnel
The formal evaluation may begin only after the following information is gathered:
Teacher, the parent, or student Referral Form
Written approval from the student’s parent or guardian
Students who are identified by the screening process as qualifying for evaluation will be assessed using the Cog AT or other state-approved tests. Students will be tested in verbal (reading), quantitative (math), and non-verbal (spatial/reasoning) areas. When the results are obtained parents/legal guardians will be notified, in writing, of their child’s testing results. The results can be explained to parents or legal guardians upon request and in accordance with the statute. The testing results will also be kept in the student’s cumulative file for future reference.
Students shall qualify as gifted who score at or above the 97th percentile on the state-approved assessment. If a student scores between the 94-97th percentile the team, including parents, teachers and administration can determine eligibility based on other factors including content performance test data and/or team recommendation. Parents do have the right to deny gifted services and can exit their child from those services.
Testing Timeline
The district will establish and provide the testing dates and timelines to occur no less than 3 times per academic year. Notification of these dates will be available through newsletters, the district website, or other communication means. Testing will be administered by the school district at arranged times. Flexibility will be afforded to students who move into the district after testing has been completed.
Students who do not qualify when tested within the district must wait twelve months before a retest opportunity will be given.
Parental Involvement/Information
Parent and community involvement are important. Parents and classroom teachers are encouraged to communicate regularly through the use of face-to-face meetings, daily agendas/journals that list daily activities, e-mail questions, or comments.
Parents are encouraged to contact their student’s teacher or the district office for further information about the gifted education program or their student’s progress in class.
Curriculum and Differentiated Instruction Guidelines
The content of the curriculum for gifted students should focus on and be organized to include complex, and in-depth study of major ideas, problems, and themes that integrate knowledge within and across systems of thought.
The curriculum for gifted students should allow for the development and application of productive thinking skills to enable students to re-conceptualize existing knowledge and/or generate new knowledge.
Curriculum for gifted students should encourage exposure to, selection, and use of appropriate resources.
Evaluations of curriculum for gifted students should stress high-level thinking skills and creativity.
Expanded Course Offerings may include for example one or more of the following: acceleration, enrichment, flexible pacing, and interdisciplinary curriculum.
Differentiated instruction, which emphasizes the development of higher-order thinking, may include critical thinking, creative thinking, and problem-solving skills.
Supplemental services, which may be offered to meet the individual needs of each gifted student, may include, for example, guidance and counseling, independent study and/or correspondence courses.
Accelerated courses are available to middle and high school students.
For highly gifted or profoundly gifted students, the district administrator will work with parents to determine advanced alternatives. Alternatives may include a hybrid approach that combines grade or subject acceleration, online studies and/or independent studies.
Social and Emotional Development
MCRSD is committed to providing programs and services through gifted education that recognize and nurture the unique social-emotional development of gifted learners. The district will work closely with our partners to provide, on an as-needed basis counseling services. These services may include, but are not limited to:
Personal/social awareness and adjustment counseling.
Gifted learners with pre-career guidance consistent with their unique strengths.
Specific guidance and counseling services to underachieving gifted learners that address the related issues and problems.
Program Information for Parents, Students and Teachers
Each school site will provide information about the MCRSD gifted education program upon request. Parents are encouraged to contact their student’s teacher or the MCRSD district office to obtain information regarding the program.
Professional Development
MCRSD allocates strategic professional development time weekly. Some of the specific topics may include, but are not limited to:
Arizona Academic Standards
Differentiated Instruction
Correct Level of Difficulty
Strategies in lesson delivery and acceleration, tiered lesson plans
Problem-solving, creative thinking, higher-order thinking skills
Science, Technology, Engineering, Arts, and Math (STEAM) integration
Project-Based Learning
Identification of Gifted Learners
Needs of the Gifted Learner
Upon approval of the Scope & Sequence, the administration will outline a training schedule for possible gifted professional development. In addition, staff members from the MCRSD may attend conferences such as the Arizona Association for Gifted and Talented Annual Conference to learn about the latest trends and best practices for our gifted students. Web-based resources, articles and webinars are available to staff. Teachers are also encouraged to pursue an endorsement in the area of gifted and talented through the Arizona Department of Education.
Program Assessment
To assess the program’s effectiveness the District will use a systematic study of the value and impact of services provided. The district will provide various opportunities for the gifted program’s effectiveness of service, instruction and professional development to be evaluated. These opportunities may include, but are not limited to:
Surveys/Questionnaires
Standardized and state assessments
Involvement/Participation
Student portfolios
Student projects
Budgeting
The budget for gifted education is determined by the needs of each site. It is documented in the Annual Financial Report of the school district. Funding historically came from state grant money, but that funding source is no longer available. Therefore, all expenses for gifted education must be absorbed through the district’s M&O budget.
The Governing Board of each school district shall develop a scope and sequence for the identification process of and curriculum modification for gifted pupils to ensure that gifted pupils receive gifted education commensurate with their academic abilities and potential. (ARS-15-779)