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Back to Index | Relevant Policy - 9.13 Gifted and Talented Education
9.13.P.1 Gifted and Talented Education
PROCEDURE PROCEDURE
The following procedures are instituted for purposes of implementing a Scope and Sequence for gifted education. 

A Scope and Sequence, as defined by state law, is approved by the Board and ADE for the identification process of and curriculum modifications for gifted students to ensure they receive gifted education commensurate with their academic abilities and potentials.  Changes are incorporated every year as a result of new learning, experience, and feedback from teachers, students and parents.

The District’s Scope and Sequence for gifted students is intended to supplement core academic instruction as an integrated, differentiated learning experience during the regular school day.

Scope and Sequence Application

The District will submit the Scope and Sequence for gifted education to ADE for approval on or before July 1 if any changes were made during the previous fiscal year.  The Board shall submit the Scope and Sequence to ADE for approval on or before July 1 every five years if no changes were made during the previous five years. 

Scope and Sequence Requirements

Development of the Scope and Sequence is a long-term, collaborative process between program administrators and stakeholders throughout the District.   Document design will be governed by the requirements set forth in state statute.  These include the following:
 
  • Explanation of how gifted education for gifted students differs from regular education in such areas as: 
     
    • Content, including broad based interdisciplinary curriculum;
      Process, including higher level thinking skills;
    • Product, including variety and complexity; and
      Learning environment, including flexibility.
      • Scope and Sequence criteria which address the elements of:
    • Program design;
      Identification;
    • Curriculum;
    • Instruction;
    • Social development;
    • Emotional development;
    • Professional development of administrators, teachers, school psychologists and counselors;
    • Parent involvement;
    • Community involvement;
    • Program assessment; and
    • Budgeting.

       
  • References relating to curriculum, differentiated instruction, and supplemental services for gifted students:
     
    • Expanded academic course offerings may include, for example, one or more of the following:  acceleration, enrichment, flexible pacing, interdisciplinary curriculum and seminars;
    • 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, mentorship, independent study, correspondence courses and concurrent enrollment.

       
  • Component parts:
     
    • Statement of purpose;
    • General population description;
    • Identification process and placement criteria including provisions for special populations; goals and objectives;
    • Curriculum, differentiated instruction and supplemental services;
    • Description of program model;
    • Time allocations for services;
    • Procedures and criteria for evaluation of student and program outcomes.
       

Communication of the Scope and Sequence

Information regarding the program Scope and Sequence for gifted education will be available on the District website and provided to parents by school administration.  Site administrators will ensure that parents and staff are fully aware of opportunities in gifted education for qualified students. They will provide District referral forms for parents or teachers seeking an evaluation. Parental permission is required for an evaluation. 

Testing is conducted three times per year and one additional date for kindergarten students.

Transfer student records should be forwarded to Exceptional Student Services at the District Office.