Scope & Sequence Criteria

What is your district’s definition of a gifted student and gifted education?

  • We incorporate Dine’ and Hopi Cultures Conceptions of Giftedness
  • We incorporate Gardner’s Theory of Multiple Intelligences
  • We incorporate multiple criteria, non-verbal, verbal and quantitative
  • We incorporate conventional indicators from the state department of education such as 97% on state approved tests or services for students with borderline scores

District Description: The purpose of the gifted program is to provide equal opportunities for growth and achievement for all students who demonstrate or demonstrate a potential for superior intellect or advanced learning ability as may be defined by the Dine’ and/or Hopi Cultures and/or Western educational theories.A gifted pupil is a child of lawful school age who due to superior Native 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 appropriate gifted education services to achieve at levels commensurate with the child’s native intellect and ability.Student evaluation includes referrals and testing by Dine’ and Hopi speakers in their respective language of instruction. We also test in conventional English verbal, nonverbal, and quantitative intelligence. We serve equally students who score in the 93rd percentile and higher.We incorporate Renzulli’s School-wide Enrichment Model with our gifted program.District students may also enroll in Stanford University EPGY Online High School on a part-time or full-time basis. Students are supported to graduate from the EPGY Online High School.

Describe the Philosophy and Goals for your gifted program

  • Intellectual diversity, multilingualism, and multi-culture are accorded the highest honor and respect in our district and schools.
  • We weave this myriad philosophy into our K-12 continuity of services for gifted learners
  • We modify instruction/curriculum to meet our diverse gifted student needs • We incorporate differentiation in process, content and product • Goal #1: we start with where the student is culturally and academically and seek depth in lieu of breath in our instruction
  • Goal #2: we train as many teachers as possible about the unique personal, socio-cultural, psychological, and academic needs of gifted students
  • Goal #3: we seek to develop a program that represents the diversity of the school and district.
  • We take to heart that, “Gifted students are gifted all day, not just for a small segment of that day”

Students are clustered in regular classrooms and released for small group or individual instruction with the gifted program teacher. Instruction is thematically integrated around a yearly broad themeStudents are involved with creative thinking and problem solving, higher levels of thinking, longer range projects with a variety of products. They are afforded greater independence and autonomy in their environment, and are, over the span of three years, addressing all of the content standards including dance, theater, and workplace standards.Content is accelerated or enriched as appropriate.

How do you group and deliver services to your K-2 students?

  • Self-contained, cluster, pull out or differentiated instruction within the regular classroom
  • Specific instructional strategies tailored to the needs of the gifted learner, open ended questioning, projects, activities that focus on higher order thinking skills

Students are clustered in accelerated or regular classrooms and released for small group or individual instruction with the gifted program teacher. Instruction is thematically integrated around a yearly broad theme. Students are involved with creative thinking and problem solving, higher levels of thinking, longer range projects with a variety of products. They are afforded greater independence and autonomy in their environment, and are, over the span of three years, addressing all of the content standards including dance, theater, and workplace standards. Content is accelerated or enriched as appropriate. Students are deeply involved in self-assessment. Distant field trips are designed to enhance learning by offering first hand experience.

How do you group and deliver services to your 3-6 students?

  • Self-contained, cluster, pull out or differentiated instruction within the regular classroom
  • Specific instructional strategies tailored to the needs of the gifted learner, open ended questioning, projects, activities that focus on higher order thinking skills

Students are clustered in accelerated or regular classrooms and released for small group or individual instruction with the gifted program teacher. Instruction is thematically integrated around a yearly broad theme. Students are involved with creative thinking and problem solving, higher levels of thinking, longer range projects with a variety of products. They are afforded greater independence and autonomy in their environment, and are, over the span of three years, addressing all of the content standards including dance, theater, and workplace standards. Content is accelerated or enriched as appropriate. Students are deeply involved in self-assessment. Distant field trips are designed to enhance learning by offering first hand experience.

How do you group and deliver services to your 7-8 students?

  • Specific instructional strategies tailored to the needs of the gifted learner, open ended questioning, projects, activities that focus on higher order thinking skills
  • Content driven, accelerated learning, honors classes, flexible grouping

Students are placed together in separate math and language arts classes where they are involved with accelerated learning honors programs through Stanford University They are offered counseling tailored to their gifted needs, and may attend classes at higher grades if found appropriate

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

  • Specific instructional strategies tailored to the needs of the gifted learner, open ended questioning, projects, activities that focus on higher order thinking skills
  • Content driven, accelerated learning, honors classes, AP/IB classes, flexible grouping and/or scheduling

Students are offered a complete menu of distance learning courses through the Education Program for Gifted Youth at Stanford University, which use acceleration and higher level thinking skills as well as high academic standards. Those completing prerequisites may register for university level courses through Stanford and receive college credit. Honors and AP classes are available in five areas. Students may enroll in local college courses at Dine College with release time.

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

  • Use a curriculum mapping approach
  • Testing for competency before teaching content
  • Use Vertical alignment strategies

The same program teacher serves students from Kindergarten through sixth grade who has mapped not only the delivery of standards, but also student progress. Stanford programs (K-12) allow for self-pacing in math content, students are continuously monitored, and the content adjusted. Records supercede the individual school program and are stored at Stanford. Students are tested before placement at the upper grades.

How do you involve parents in your program?

  • Periodic orientation/communication meetings
  • Provide information about summer programs like Johns Hopkins, ASU and U of A.
  • Newsletters, parent support groups

Parents receive an in-person meeting describing the program at various levels. This begins with the identification/ placement process, and continues with regular parent meeting four times per year. They are also involved in planning and chaperoning field trips, and receive information regarding special events and opportunities as they arise. The district web site is also a source for communication.