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Kyrene
Gifted Program and Services
Kyrene's Belief Statements
• Gifted children have a right to an appropriate education, one grounded in the recognition of individual differences and unique learning needs.
• Appropriate curriculum for gifted students must be qualitatively different from the regular school program.
• Gifted curriculum should be such that students do not encounter limitations to their cognitive and affective development.
• Gifted children require a curriculum responsive to their individual learning rate, style, and complexity.
• Gifted children need time to interact with their intellectual peers in order to nurture and support their cognitive needs.
• Gifted children need time to interact with their age/grade peers in order to nurture and support their social development.
• The diversity of individuals and cultures will be honored and integrated into substantive curricular content.
• Learning environments must incorporate activities to help students develop the following traits and skills: independence, openness to new ideas, innovation, exploration, self-monitoring, creativity, planning, decision-making, and other executive thinking processes.
• Provisions must be made for gifted students with special needs to facilitate successful interaction with gifted peers and achievement of individual goals.
•
Meeting
the affective needs of gifted students must be an integral part of the gifted
program.
Kyrene
Gifted Program Scope and Sequence
Kyrene
Gifted Program Definitions
Program Descriptions
Services to K-2
At each school site, the gifted resource teacher provides consultative services to regular classroom teachers in grades K-2 in order to assist the teacher in differentiating instruction for highly able students. Instructional strategies utilized may include:
• Flexible ability/skill grouping (e.g., within regular classroom or by movement to neighboring classrooms)
• Variation of product options
• Adjusted outcome expectations
• Individualized projects
•
Provision
of enrichment opportunities (e.g., classroom learning centers, literature
studies, library studies, guided research, advanced computer usage)
Services
to 3-5
Verbal
Reasoning
Children identified as gifted in the area of verbal reasoning are eligible for gifted programming in the area of language arts. They may attend a gifted resource language arts class during communication arts uninterrupted time. Appropriate grade-level and accelerated objectives for communication arts will be addressed.
Quantitative Reasoning
Children identified as gifted in the area of quantitative reasoning are eligible for gifted programming in the area of mathematics. They receive instruction on appropriate grade-level and accelerated objectives. Where identified students are not taught directly by the gifted resource teacher, the gifted resource teacher provides on-going consultative services to the classroom teacher in designing, implementing, monitoring, and evaluation math instruction.
Nonverbal Reasoning
Children identified as gifted in the area of nonverbal reasoning are eligible for gifted programming in abstract reasoning and spatial relationships concepts. In some schools services are provided through a pull-out program in Lego Logo. Other services may consist of consultation of the gifted resource teacher with the classroom teacher in order to enhance each child's nonverbal reasoning abilities within curriculum areas.
Middle School Advanced Placement Programs
Screening, Identification, and Placement
Arizona Department of Education Office of Gifted Education
Kyrene
Gifted Resource Directory/Schools
District Contact Person
Linda Mosteller, Assistant Director
Exceptional Student Services
480-783-4158
Policy
and Legislation | Program
and Services |
Gifted
Home Page | Gifted
Program Site Map