Gifted Scope and Sequence

Question: What is your district's definition of a gifted student and gifted education?

Definition of Gifted Education: The state of Arizona states that because it is in the public interest to support unique opportunities for high-achieving and underachieving pupils who are identified as gifted, the governing board of each school district shall provide gifted education to gifted pupils identified as provided in this article.   

The governing board shall modify the course of study and adapt teaching methods, materials and techniques to provide educationally for those pupils who are gifted and possess superior intellect or advanced learning ability, or both, but may have an educational disadvantage resulting from a disability or a difficulty in writing, speaking or understanding the English language due to an environmental background in which a language other than English is primarily or exclusively spoken. Identification of gifted pupils as provided in this subsection shall be based on tests or subtests that are demonstrated to be effective with special populations including those with a disability or difficulty with the English language.  A.R.S. 15-779.01   

Definition of a Gifted Student: Gifted refers to a student who is of lawful school age, and who scores at or above the 97th percentile on national norms in verbal, nonverbal, or quantitative reasoning on any test from the State Board-approved list of tests.   

An alternative process that incorporates a matrix is also utilized to determine eligibility.  The matrix combines point values for cognitive ability scores and standardized achievement test scores to determine eligibility.  It is applicable when cognitive ability scores fall between the 94th and 96th percentile. If a student comes to Dysart with a gifted identification from another school district or out of state we will honor that qualification for services.

Question: Describe the philosophy and goals for your gifted program.   

Statement of Purpose:  Based on the unique needs and characteristics of students identified as gifted, the mission of the DUSD is to provide an array of services to meet the academic, social, and emotional needs of these students in our community.   

Mission:  To deliver educational programs designed to assist gifted individuals to achieve their full potential in intellectual pursuits, community leadership, and creativity.  This mission is achieved through the use of sound differentiated instructional strategies that include but are not limited to:  complexity, depth, novelty, pacing, independent study, and acceleration.  Professional expertise is fostered and exemplary resources are utilized to develop intellectual rigor, humane values, and creativity. The program recognizes and responds to the diverse gifts and talents in children and youth from all cultures, racial and ethnic backgrounds, and socioeconomic groups.

Question: How do you group and deliver services to your K-8 students?

Grouping categories: 

• Group 1—Gifted: All gifted-identified students, including those who are not fluent in English, not productive in school, and twice-exceptional gifted students. 
• Group 2—High Average: Highly competent and productive students who achieve well in school.
• Group 3—Average: Students achieving in the average range of grade-level standards. 
• Group 4—Low Average: Average students who are able to achieve at grade level with some support. 
• Group 5—Far Below Average: Students who struggle in several subject areas and score below proficiency levels on academic measures. 

The group of gifted students (Group 1) is placed in a classroom with the designated gifted lead teacher for that grade level. High-achieving students (Group 2) are then evenly placed into the classes that do not have the gifted students. Students from Groups 3 and 4 are then placed into each class, and students in Group 5 are placed into all classes except the gifted cluster class. With this placement method, no teacher has the full spectrum of abilities. Narrowing the range of achievement levels in every class allows teachers to focus their efforts more productively (Winebrenner & Brulles, 2008).   

Marcia Gentry Whole School Cluster Model 

Programming

K-8 students identified as gifted are grouped into gifted grouped classrooms with teachers who have been designated as such by their school principals. Gifted Lead Teachers are provided with professional development in gifted education, and facilitate with the planning and implementation of differentiated curriculum and instruction through regularly scheduled Gifted Lead Teacher meetings. In this model, gifted students receive differentiated curriculum and instruction on a daily basis. 

Program features: 

• Emphasis on 21st Century Skills 
• Collaboration, Communication, Creativity, Critical Thinking 
• Curriculum compacting 
• Integrated technology 
• Personalization Differentiation in core content 
• Enrichment

Question: How do you group and deliver services to your 9-12 students?

High school students who are identified as gifted are supported through the designated gifted counselor at each school site in choosing classes and programs that best fit their needs 

Students grouped together as much as possible in Honors, AP, IB, and elective courses 

Question: Describe how you integrate your program standards with the Arizona State Standards at each grade level. 

Gifted curriculum is aligned with state standards at each grade level, assuring that the content of the standards is covered and providing for enriched content to meet the needs of gifted students.   DUSD defines gifted education as services and coursework that provide extended learning opportunities focused on the cognitive and affective needs of gifted students. Gifted Education services in DUSD are inclusive of all school populations and student demographics, and consist of integrated, differentiated learning experiences provided during the regular school day. The array of gifted education services in DUSD incorporates and addresses: 

• customized curriculum 
• flexible grouping and pacing 
• creativity and problem solving 
• differentiated instruction 
• continuity and continual progress 
• interaction with other gifted students 
• social and emotional needs of gifted students   

Question: How do you involve parents in your program?

Parent Collaboration & Community Involvement 

• Parent input to support creation of Notice of Differentiation (NOD)  
• Parents will be notified and can request a conference when NOD is completed and/or updated throughout the year.  
• Communication about Dysart’s Gifted Model during curriculum night 
• District website 
• Parent / Teacher meetings during district Parent Teacher Conference times

Question: How do you differentiate instruction (pace and pedagogy) to K-2 students?

• Grouping the students in one class using Dysart’s prescribed model
  
• Flexible grouping opportunities within classroom 
• Notice of Differentiation collaboratively created with the student, teacher, and parent/guardian based on qualifications, needs, and  interests  
• Differentiate and personalize content,  product, and process according to individual student needs and interests in all core content 
• Use formative assessment to identify mastery to advance or enrich (Long Term Projects, Increased Depth and Complexity, Acceleration) 
• Appropriate supports from other school stakeholders [Gifted Mentors, Admin, other teachers] 
• Access to additional learning opportunities based on qualification and student interest (Second Language Learning, Coding, Project Based Learning, STEM etc.) 
• Social Emotional Focus: Who am I as a learner and collaborator and how do I contribute to my classroom and school community?

Question: How do you differentiate instruction (pace and pedagogy) to 3-6 students?  

• Grouping the students in one class using Dysart’s prescribed model 
• Flexible grouping opportunities within classroom 
• Notice of Differentiation collaboratively created with the student, teacher, and parent/guardian based on qualifications, needs, and  interests  
• Differentiate and personalize content,  product, and process according to individual student needs and interests in all core content 
• Use formative assessment to identify mastery to advance or enrich (Long Term Projects, Increased Depth and Complexity, Acceleration) 
• Appropriate supports from other school stakeholders [Gifted Mentors, Admin, other teachers] 
• Access to additional learning opportunities based on qualification and student interest (Second Language Learning, Coding, Project Based Learning, STEM etc.) 
• Choice in special area elective courses (6th Grade) 
• Social Emotional Focus: How can I use my strengths and interests to impact my school and local community?

Question: How do you differentiate instruction (pace and pedagogy) to 7-8 students?   

• Grouping the students in one class using Dysart’s prescribed model 
• Flexible grouping opportunities within classroom 
• Notice of Differentiation collaboratively created with the student, teacher, and parent/guardian based on qualifications, needs, and  interests
• Differentiate and personalize content,  product, and process according to individual student needs and interests in all core content 
• Use formative assessment to identify mastery to advance or enrich (Long Term Projects, Increased Depth and Complexity, Acceleration) 
• Appropriate supports from other school stakeholders [Gifted Mentors, Admin, other teachers] 
• Access to additional learning opportunities based on qualification and student interest (Second Language Learning, Coding, Project Based Learning, STEM etc.) 
• Choice in special area elective courses 
• Student Gifted Conference to showcase products and explore opportunities based on student interest 
• Students who have mastered 8th grade content have opportunities to take HS courses through iSchool 
• Social Emotional Focus: How do I advocate for and showcase my learning to a global community?

Question: How do you differentiate instruction (pace and pedagogy) to 9-12 students?   

• Designated Gifted Counselor at each school site 
• Grouped in core classes at the appropriate level and qualification as much as possible (if a student took Alg 1-2 in 8th grade they would be grouped in Geometry with other gifted students) 
• Differentiate and personalize content,  product, and process according to individual student needs and interests in all core content 
• Use formative assessment to identify mastery to advance or enrich (Long Term Projects, Increased Depth and Complexity, Acceleration) 
• Opportunities to choose in person and/or iSchool electives  
• Accelerated pathways through iSchool

Question: What curricular materials do you use for grades K-12?  

Curriculum & Instruction 

Question: Describe how your referral process for identification involves parents and staff.  

Students may be nominated for testing through the following methods. These students will be tested in verbal, quantitative, and non-verbal areas using a state-approved test: 

Question: Describe your process for the identification of K-12 students, including how your process addresses the variety of student environmental backgrounds. 

Referrals for testing are accepted from parents, teachers, administrators and the students.  All referred students are tested. Testing is conducted three times each year. Testing dates are set in advance and published on the district web site and other district publications.  All testing takes place during the school day by the Gifted Technology Instructional Assistants who have been trained in standardized testing procedures. Parents are notified as soon as possible, once the testing window has closed, of the results of the testing.

Question: Please list all the testing instruments and data points you use for gifted student identification and explain why you use those instruments

Question: How do you inform parents and staff of your referral and identification process?

Question: Once eligibility is determined, how do you inform parents of the decision and then handle an appeal of that decision?

Question: How do you provide for the unique affective needs of your gifted students K-6?

Question: How do you provide for the unique affective needs of your gifted students 7-8?

Question: How do you provide for the unique affective needs of your gifted students 9-12?

Question: What specific orientation activities do you provide for parents and teachers regarding students affective needs?

Question: How do you monitor, identify and provide assistance to at-risk gifted students?

Question: How do you regularly provide opportunities for regular classroom teachers and gifted teachers to receive specialized training about working with gifted students? Staff from Education Services provide professional development to Gifted Lead Teachers and Gifted Technology Instructional Assistants (GTIAs).

Question: Have your training events targeted the needs of administrators, counselors, psychologist and support staff?

Question: How do you make your program philosophy, goals and recruitment procedures available to all parents?

• Parent meetings 
• Governing board presentations 
• Parent/teacher conferences 
• Parental participation in the development of the NOD  

Question: How do you provide access to your scope and sequence for all parents?

Question: Describe how you incorporate parents into a support or advisory group.

Question: How do you involve parents and the gifted community in the evaluation of your program?

Question: What data sources to you use to assess your programs effectiveness?

Question: How do you use informal measure like surveys, open forums and teacher interviews to gather data?

Question: What are your key indicators that your program is positively affecting students?

Question: Describe performance standards you have for all gifted students.

Question: Describe the structure of your gifted education staffing including the ratio of teaching staff to the number of identified gifted students.  

Question: To what extent does the district support the funding of our gifted program:  Please be specific as to staff and financial resources?