Experience has shown that setting high expectations for students improves academic achievement. Students excel when challenged. ( Arizona Academic Standards 2000 )

The mission of the Arizona Department of Education and of this school district is to nurture academic excellence and improve student achievement among all students. To this end, the Legislature of the State of Arizona has established this mandate for students who are gifted:

The governing board of each school district shall provide special education to gifted pupils identified as provided in A.R.S. 15-770. Special education for gifted pupils shall only include expanding academic course offerings and supplemental services as may be required to provide an educational program which is commensurate with the academic abilities and potentials of the gifted pupil. (A.R.S. 15-764.C.)

The Governing Board of each school district shall develop a scope and sequence for the identification process of and curriculum modifications for gifted pupils to ensure that gifted pupils receive special education commensurate with their academic abilities and potentials. (A.R.S. 15-770)

The Cochise School District is committed to special education for gifted students to help them develop their extraordinary abilities and recognizes that gifted students in this district have unique values, needs, and talents. The program for gifted students is designed to aid in the optimum development of their intellectual, emotional, and social abilities and to honor the diversity among the identified gifted students through the provision of varied placement options and differentiated and more challenging curriculum.

The Arizona Academic Standards 2000 form the foundation of curriculum for all district programs. Modifications made in the curriculum for gifted students will ensure that students have mastered the standards and will provide extensions for students to meet or exceed the standards at the highest level.

Definition of Giftedness and Population Description

Students with exceptional abilities and talents are found in all cultural and linguistic groups, in all economic levels, in all geographic areas of the state, in all domains of intelligence and in groups of individuals who also have disabilities. The official definition of “gifted child” is found in Arizona Revised Statute § 15-761.71.

“Gifted child" means a child who is of lawful school age, who due to superior intellect or advanced learning ability, or both, is not afforded an opportunity for otherwise attainable progress and development in regular classroom instruction and who needs special instruction, or special ancillary services, or both, to achieve at levels commensurate with his intellect and ability.” (A.R.S. 15-761.7)

Although each gifted student is unique, gifted students do have some characteristics in common. They usually are swift and efficient learners, may make intuitive leaps, quickly sense patterns in information, ask themselves questions about perceived patterns in order to understand them, and form connections among stored concepts and related bits of new information to modify their existing knowledge base. In their area of interest, they are able to construct clear mental maps that organize concepts efficiently; they are able to think flexibly about new possibilities, and they thrive on questions and problems that have a wide range of possible answers instead of those that have one correct answer.

Gifted students develop asynchronously. This means that they are intellectually advanced in one or more areas, yet may have difficulties or be very average in other areas. Their motor skills may or may not match those of other same age children. The same is true for social skills. In addition, social skills may be advanced. Young gifted children progress through developmental milestones more rapidly, and sometimes prefer to associate with older children or adults who are more likely to understand their vocabulary and the complexity of their ideas.

One important point is that gifted students of the same age are not alike. There are differences between moderately gifted, highly gifted, and profoundly gifted students that may require as much curriculum differentiation within the group as is necessary between moderately gifted students and their non-gifted peers. Program modifications for gifted students must be sufficiently varied and flexible that these students can be provided challenging learning experiences and appropriate resources.

Screening, Identification and Placement

Early identification is essential for the intellectual and emotional health of gifted children because it enables early intervention. Consequently, the governing board of Cochise School District has adopted a multifaceted approach to screening and identification of gifted learners. Prior to being given tests to determine gifted program eligibility, all students who are nominated for gifted assessment will be given routine hearing and vision screening tests.

•  Young children may be nominated for a gifted program by parents, guardians, preschool teachers, or other community members.

•  Students currently enrolled in district schools may be nominated by parents, teachers, or peers. They may also nominate themselves.

•  Students who score at or above the 95 th percentile on any section of a standardized achievement test will qualify for further testing.

Nominated students will be assessed with one or more tests from the Arizona State Board of Education Approved Test List. Students will be tested in verbal, quantitative and non-verbal areas. Students who score at or above the 97 th percentile on any of these three sections of the test, or have a full composite score above the 97 th percentile, will be offered placement in the gifted program. Alternative assessment measures, portfolio data and other informal evaluation data may be used to augment formal assessment processes.

The Gifted District Coordinator will analyze the results of the screening and testing processes and make recommendations for placement in one of the following: 1) ability-grouped classrooms, 2) cross-grade cluster groups, 3) acceleration into a higher grade or single subject acceleration, 4) a combination of placement in a regular classroom for work in some academic areas and placement at a higher grade level in the area(s) of academic strength, 5) self contained classes, or other combinations of these options. Middle school programs will offer advanced placement classes along with other age appropriate options.

For highly gifted and profoundly gifted students, the district coordinator will work with parents to provide advanced alternatives to the gifted curriculum. Alternatives may include enrollment in a college or university. School district personnel will provide both academic and personal/social guidance or counseling services related to advanced learning opportunities for gifted students, and their parents.

Mission Statement

Appropriate curriculum for gifted students must be qualitatively different from the regular school program. As the governing board and staff of Cochise School District are committed to the encouragement of excellence and optimal talent development among gifted students, the district has developed a comprehensive program of educational interventions to meet the needs of our gifted students.

•  Appropriate modifications must be made in the following four areas: (1) learning environments, (2) complexity and organization of content to be mastered, (3) learning and thinking processes to be emphasized, and the (4) quality and variety of the products that students will create to demonstrate mastery.

•  Evaluation and assessment of student products must be tied to: criteria established through rubrics, standards of excellence, and program goals. Products will be evaluated by the teacher.

•  A continuum of services must be provided to enhance the unique potentials of each gifted student.

•  Articulation of services must be provided to connect program options sequentially from one grade to the next.

Parent Involvement in Gifted Child Education

The Governing Board and administration of Cochise School District have adopted the following procedures to promote cooperation between parents of gifted children and district staff.

As specified in Arizona Department of Education Rule 7-2-406.3.a, parents or legal guardians of students shall be provided the following information:

Definition of a Gifted Child

“Gifted child" means a child who is of lawful school age, who due to superior intellect or advanced learning ability, or both, is not afforded an opportunity for otherwise attainable progress and development in regular classroom instruction and who needs special instruction or special ancillary services, or both, to achieve at levels commensurate with his intellect and ability.” (A.R.S. § 15-761.7)

Services Mandated for Gifted Students by the State of Arizona

The governing board of each school district shall provide special education to gifted pupils identified as provided in section 15-770. Special education for gifted pupils shall only include expanding academic course offerings and supplemental services as may be required to provide an educational program which is commensurate with the academic abilities and potentials of the gifted pupil. (A.R.S.§15-764-C)

Services Available from the Cochise School District

This scope and sequence will be available to view during regular business hours at the business office of Cochise School .

Written Criteria Cochise School District for Referral, Screening, Selection, and Placement

Copies of referral and nomination forms will be available at the Cochise Schhol business office. These forms will be provided to all parents or guardians upon request for gifted students. The process of referral, screening, selection and placement is described in this scope and sequence.

Forms and letters will be available in English; translation services or translated print materials will be made available for parents or guardians whose primary language is other than English.

Time Allocations for Services

Duplication of forms may take no more than 45 days after the request is made. A reasonable fee for duplication may be charged by the district.

Testing Procedures

Before administering tests to students who are suspected of being gifted, students will be given routine vision and hearing screening exams. Cochise School District will administer one or more state-approved tests periodically and at no less than three regular intervals throughout the year.

As a part of the nomination/referral form, parents will be given an opportunity to grant or withhold permission for testing. Nomination/referral forms and information letters to parents will be printed in English; translation services or translated print materials will be made available for parents or guardians whose primary language is other than English.

Notification of Testing Results

Cochise School District will send letters to parents or guardians of tested students, at their address of record, within 30 days after the scheduled test date, to report test results and placement decisions. Letters will be written in the home language of record for those individuals who do not speak English.

If a parent or legal guardian requests an explanation of test results, Cochise School District will set up an appointment for the parent or legal guardian with a professional staff member qualified to explain test results.

Notification of Placement

A letter, in the home language of record, will be sent to parents or legal guardians of all tested students to notify them of the placement decision made by the Cochise School District committee. A description of the services recommended for the student will be provided. Parents or guardians will be given the opportunity to grant or withhold permission for placement in the recommended program. At the request of parent or legal guardian, an appointment will be set up with a member of the professional staff who is able to provide further information.

• The Governing Board of each Arizona school district shall adopt a definition of giftedness; local definitions may extend the mandated definition and the mandated eligibility criteria.
• In compliance with R7-2-406 A.1.b, Cochise School District accepts scores at or above the 97 th percentile on any State Board approved test submitted by other local education agencies or by qualified professionals, AND R7-2-406.a.1.c., Cochise School District will place transfer students as soon as the district has verified eligibility.
• The Governing Board of each Arizona school district shall adopt a definition of giftedness; local definitions may extend the mandated definition and the mandated eligibility criteria.
• In compliance with R7-2-406 A.1.b, Cochise School District accepts scores at or above the 97 th percentile on any State Board approved test submitted by other local education agencies or by qualified professionals, AND R7-2-406.a.1.c., Cochise School District will place transfer students as soon as the district has verified eligibility.