Staff in all schools are trained on the characteristics and needs of gifted students, differentiation, gifted non-negotiables and strategies for success. Engaging Content Replacement Model (SAGE) Pages 9-10 SAGE is a content replacement program in language arts and mathematics for identified gifted students in grades 3-6. Classrooms embrace cultural heritage both as heritage that influences students' attitudes, attitudes and approaches to learning and as content worthy of learning in the formal curriculum (Gay, 2000).
They meet students' needs for enrichment and differentiation in all content areas throughout the day. The SAGE program provides and ensures numerous daily opportunities for collaborative learning among gifted students in their identified areas of English language arts and/or mathematics.
Self Contained for Highly Gifted
Renaissance Gifted and Music Academy at Highland Lakes (Grades 1-8) Renaissance Gifted and STEM Academy at Canyon Springs (Grades 1-4)
Renaissance Gifted and Music Academy at Highland Lakes (Grades 1-8) Renaissance Gifted and STEM Academy at Canyon Springs (Grades 1-4) Renaissance Gifted and STEM Academy at Canyon Springs (Grades 1-4). Technology integration correlated with ITSE-NETS (International Technology Standards) will be incorporated throughout the content. Giftedness arises from an interaction between innate abilities and an environment that challenges and stimulates to bring forth high levels of ability and talent.
These challenges must be available throughout the individual's lifetime so that high levels of actualization of ability and talent can result. Renaissance Gifted and Music Academy at Highland Lakes (Grades 1-8) Renaissance Gifted and STEM Academy at Canyon Springs Grades 1-4).
Renaissance Gifted and Music Academy at Highland Lakes (Grades 1-8) Renaissance Gifted and STEM Academy at Canyon Springs Grades 1-4)
Authentic assessments are used throughout the learning cycle and across all content areas to help students achieve higher levels of thinking, performance and creativity and product. Authentic assessments include the use of rubrics and are used through problem- and inquiry-based learning activities and products. The identification of musically talented students requires the recognition and assessment of the perceptive sensory capacity of musical abilities as well as the behavioral characteristics that can be observed in musical performance and listening activities.
Identification procedures reflect the recognition and assessment of both potential and demonstrated musical talent. Students who are identified as gifted, have curious minds, and are interested in the academic STEM fields need a curriculum that emphasizes math and science connections.
Middle School Advanced Classes
International Baccalaureate Middle Year Program (IBMYP) Located at: Paseo Hills (Currently in application phase). The International Baccalaureate Middle Year Program helps students build content knowledge and develop skills by thinking critically, applying knowledge to new situations, analyzing information and experiences relevant to students' lives, and is based on authentic projects. In the middle school years, Renaissance students participate in the middle school experience while also collaborating.
The 7th and 8th grade program benefits from the Renaissance philosophy established in the elementary years. Gifted education programs and strategies benefit gifted and talented students at all times by helping students raise college and career aspirations, determine postsecondary and career plans, develop creativity and motivation that apply to later work and achieve more advanced degrees. Colangelo, Assouline & .
High School Opportunities
The Global Studies Certificate provides students with an opportunity to showcase their academic interests in 21st century globalization and world culture. The certificate is awarded upon graduation with a bachelor's degree and serves as an indicator of the student's application of college and career readiness skills in a globally interdependent economy. Students who receive the certificate demonstrate the ability to communicate in another language and an understanding of interconnected societies and cultures.
These courses are taught in high schools by high school teachers with community college certification. Information about transferring credits to Arizona state universities can be found at www.AZTransfer.com. The International Baccalaureate program is an honors program with a comprehensive and rigorous liberal arts curriculum, leading to examinations in the junior and senior years.
Deer Valley Unified School District is a member of West-MEC, a joint technical district that partners with school districts to enhance and expand Career and Technical Education programs. Career and Technical (CTE) programs provide students with the rigorous, content-oriented academic standards necessary to prepare students to succeed in today's global economy. Students are provided opportunities to develop specialized skills while in high school and apply their technical knowledge to prepare for a career in a current or emerging occupation.
Career and Technical Education is committed to student success by preparing students to enter the workforce, continue their career training, or enter post-secondary education. Multimedia Technologies/Graphic Design (BCHS, BGHS, DVHS, MRHS, SDOHS) Multimedia Technologies/Music and Audio Production (BGHS). However, students who took one AP course in high school have a 59% chance, and students who have completed two or more AP courses have a 76% chance.
Gifted Services Curriculum
English Language Arts
Math
Gifted Services Curriculum Science
Social Studies
Curriculum Components and Resources
K-8 district-wide implementation; use mind maps to effectively apply writing skills; analytical rubrics allow for individualized growth.
Defining Gifted
Social/Emotional Needs in Gifted Learners
A sense that we hold ourselves to an extremely high standard of performance, and that it is “terrible” if we don't meet those standards. So we are only valued if we continually set and achieve extremely high standards: 'I am only valued (and can only appreciate myself) for my products, not for me as a person.' In part, perfectionism is inherent in most gifted children; however, a larger part comes from modeling after adults. Spend “special time” with the young person to give quality time and undivided attention to something you both enjoy.
The uniqueness and advanced sensitivities of gifted children may lead to them being particularly susceptible to depressive feelings. Existential depression” over the absurdity of life, values, or the search for human meaning In younger children, depression is more likely to manifest as absenteeism, bedwetting, withdrawal, imagined illnesses, narrowing of interests, etc. Even in older children, irritability is more often a sign on depression than the pervasive sadness we expect to see in depressed adults.
In cases where stress or perfectionism leads to undue distress, please communicate these concerns to your child's teachers, social workers and/or counselors and principals. If you are in doubt that your child is falling into a depressive mood, you must contact the school's social worker or counsellor, and/or seek outside professional help.
Myths about Gifted Students
Truths about Gifted Learners
Best Practices for Teachers in the Gifted Environment
Testing and Placement Information
Timelines for Placement in 2013-2014 School Year Placement Eligibility
If there are more students than available spaces within a score group, students will be placed on a waiting list and placed as space becomes available.
Testing Eligibility
2013-14 ASSESSMENT DATES
Testing Dates- At District Office
Renaissance Gifted Academies
Application
Important Dates for Renaissance Academy Placement
Assessment Overview
Emergent Readers Read DRA text levels A-1 below 90% accuracy; read DRA text levels A-2 at 90% accuracy or higher. Scoring of the test: Administered by trained educators, the CogAT and DRA will be scored and results will be mailed to the student's home within 3 weeks of testing. Calculation of the score: The CogAT score will provide a percentile ranking in each subtest area: Verbal, Quantitative, and Nonverbal.
In addition, for kindergarten and first grade students, the DRA will be rated for accuracy below 90% to above 94%.
Frequently Asked Questions
General FAQs
Testing FAQs
The state of Arizona requires that a student who scores in the 97th percentile in any area—verbal, quantitative, or nonverbal (on a state-approved test) is eligible for differentiated instruction. DVUSD allows a score in the 95th or 96th percentile for provisional placement in the cluster model or SAGE program. Students who score in the 97th percentile or higher in at least 2 of the 3 areas AND at least the 90th percentile in the 3rd area may have the opportunity to apply to Renaissance Academy.
A percentile ranking shows a student's relative standing compared to other students of the same age. If the student scores between the high 80s and mid 90s, parents and teachers may consider retesting in the future. If a child is struggling in class because he or she finds the content too easy (bored) or too difficult (overwhelmed), notify the teacher and/or program coordinator immediately.
Tests administered by the school district provide valid and reliable results, but some parents choose private testing by a trained psychologist. Private practice psychologists can administer various types of tests that are not available in schools. Will DVUSD test a child if they live outside of the Deer Valley Unified School District.
Current kindergarteners have the opportunity to be tested in the spring of their kindergarten year. Please note: A copy of the student's last report card showing promotion to grade 1 is required. Your school's gifted specialist will schedule the testing according to the DVUSD guidelines of fall, winter, and spring testing.
Transportation FAQs
2013-2014 Gifted Programs by School
School
Gifted Cluster Model
SAGE Renaissance Gifted
Coach
1-2 Cluster
3-6 Cluster
Glossary of Terms
Grade and/or Subject Acceleration - Progressing through a degree program at speeds that are faster or older than conventional. High Ability Student – A student with the ability to learn faster or at a higher level than normal. This term should not be considered synonymous with gifted, as not all highly educated are gifted, nor are all gifted students gifted.
Inclusion – Students of varying abilities work at their level in a general education classroom, with special accommodations and supports to enable success at all levels (see the Gifted Cluster model). Non-productive gifted students – These gifted students are also called 'underachieving' and do not perform optimally. They have been identified as gifted on an aptitude test, but may get low grades at school.
This is a risk factor for gifted students and can be perpetuated by unrealistic expectations from parents or teachers. Pretests allow gifted students to test out content at grade level and to "buy time" for more targeted learning (also called curriculum compacting). Self-contained Gifted Classrooms – Gifted students are assigned to classrooms comprised only of students identified as gifted.
This model is reserved for students who are identified as highly gifted and who are less likely to meet their needs in any other gifted model (see Renaissance Academy). These students benefit most from gifted services in addition to services and/or therapies as identified by special education or medical staff.
Books with Gifted Characters
About being gifted http://www.hoagiesgifted.org/being_gifted.htm#nonfiction A unique reading list for gifted students in grades 6-12. class http://mbcurl.me/4YF 101 Great Books for College Students http:/ /mbcurl.me/4YE.
Resources
Organizations
Affiliations
Magazines and Journals
Books