NOGALES UNIFIED SCHOOL DISTRICT No. 1

NOGALES UNIFIED SCHOOL DISTRICT No. 1

1 Rev 10/18

Scope and Sequence

Criteria

Governing Board Review & Approval Date: 10-22-18

Please upload into ALEAT (or email to [email protected]) the Governing Board approval minutes, when available.

Submitted by: Kathy Scott Title: Grants Director

Email: [email protected] Phone: 520-397-7920

District gifted coordinator name /email: Judith Mendoza-Jimenez/[email protected]

District gifted website: https://nhs.nusd.k12.az.us/i_b_information

Program Design Question Indicators District Description

What is your district’s

definition of a gifted student

and gifted education?

Multiple criteria, non-verbal, verbal and

quantitative

97% on state approved tests or services for

students with borderline scores

Read the state definition in ARS 15-779 and

incorporate it into your local district

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. ARS 15-761.7

Describe the Philosophy and

Goals for your gifted

program.

Incorporates a K-8 or K-12 continuity of

services

Modify instruction/curriculum to meet

student needs

Describes differentiation in process, content

and product

“Gifted students are gifted all day, not just

for a small segment of that day”

Goal: start with where the student is

academically and accelerate the pace of

instruction

Goal: train as many teachers as possible

Appropriate curriculum for gifted students must

be qualitatively different from the regular school

program. As the governing board and staff of

Nogales Unified School District we are committed

to the encouragement of excellence and optimal

talent development among the 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

mailto:[email protected]

https://cms.azed.gov/home/GetDocumentFile?id=5503172e1130c016dcbfbc27


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about the unique needs of gifted students

Goal: develop a program that represents

the diversity of the school and district

organization of content to be mastered,

(3) learning and thinking processes to be

emphasized, and (4) the quality and

variety of the products that the 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 (or

mentor), and the student. Products may

also be evaluated by student peers or by

experts in a field.

A continuum of services must be provided

to enhance the unique potentials of each

gifted student.

The district staff training focus is currently

centered on implementation of the new Common

Core standards, principal-teacher evaluation

system, WestEd Teach for Success, and

Integration of Technology – all of which apply to

the gifted students as well as to all other learners.

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

Itinerant teacher provides instruction to all

K-2 students in all six elementary schools

in a program called Pensáremos (We

Think)

Differentiated instruction and higher order

thinking skill development within the

regular classroom

All activities are open ended and students can go

as far as their abilities allow


deliver services to your 3-6

students?

Self-contained, cluster, pull out or

differentiated instruction within the regular

classroom





3-5 not 3-6

Pull out program one day per week

Specific instructional strategies tailored to the

needs of the gifted learner, open ended

questioning, independent study projects, and

activities that focus on higher order thinking skills


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students?





Content driven, accelerated learning, honors

classes, flexible grouping

6-8, not 7-8

Honors classes are offered in grades 6-8 in

the four core areas (Language Arts, math,

social studies, and science). All students

are encouraged to enroll, not just the

gifted; however, those that are gifted are

earmarked to insure enrollment in at least

one Honors class.

At Desert Shadows Middle School, those

students who are proficient or highly

proficient on AZMerti LEA and math are

enrolled in an enrichment class tailored to

their needs as opposed to an intervention

class.

At both middle schools, honors and enrichment

classes are more rigorous in content and pace.

Higher-order thinking skills are honed via project-

learning. The curriculum guides reflect this

increased content and pace.



students?





Content driven, accelerated learning, honors

classes, AP or IB, flexible grouping and/or

scheduling

Higher level reading and writing assignments.

Honors classes complete standards at the

distinction level. Prescribed curriculum from

International Baccalaureate (IB). Advanced

Placement (AP) classes have approved syllabi.

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

A curriculum mapping approach is utilized

in the creation and implementation of the

curriculum guides. All standards are

addressed at the Proficiency level first

with extension assignments to deepen

understanding. In English Language Arts

classes, novels are more complex in

language and meaning than those issued

to regular classes and come from

approved AP and IB literature lists.

Check for prior knowledge

Curriculum is vertically aligned to state

standards at the Distinction level and


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reviewed yearly by content department

representatives as well as approved by

IB and AP programs.

Analysis of data, both common metric and

content bound, drives instructional

changes.

Arizona College and Career Ready Standards are

being implemented to ensure that all students

have academic knowledge and skills needed to be

successful in college, career, and life.

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

Orientation meeting in fall

Communication meetings

Provide information about enrichment

summer programs such as Barrett

Scholars Program at ASU and other

similar off-campus opportunities

Provide information literature about gifted

children

Classroom participation

Field trip chaperones

The counselors facilitate Johns Hopkins

and visits to college campus.

Parents of incoming high school freshmen

are invited to hear honors, AP, and IB

offerings and programs.

Parents are encouraged to review

scheduling choices of students prior to

registration. Students are assisted by the

NHS Honors Coordinator in course

selection for Honors, Advanced

Placement, and International

Baccalaureate

Email/Quarterly newsletter

Quarterly progress reports

Parent Engagement Coordinator works with

parents of all students, including gifted/honors


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Curriculum and Instruction Question Indicators District Description

How do you differentiate

instruction (pace and

pedagogy) to K-2 students?

Please list several sample

activities to illustrate your

description.

Training for teachers in flexible instructional

groups

Provide for acceleration through extended

literature, novels, math word problems,

graph interpretation etc.

Establish a rubric for the pedagogy to be

appropriately applied for this level

Flexible instruction and groups

Open ended activities

Acceleration through inductive and

deductive reasoning, problem solving,

categorization, patterning, creativity, etc.

Each activity has its own benchmark

In-service classroom teachers on

methodology for gifted instruction

Some activities include: 1) What can you make

with a cloud? and Write a pattern poem that goes

with your new cloud design, 2) Building ships or

boats, 3) Solve three types of analogies (figural,

verbal, or mathematical), 4) The dry cleaning

dilemma, 5) Roosters off to see the world, and 6)

Deductive reasoning with Christmas trees.



pedagogy) to 3-6 students?



description.


groups





appropriately applied for this level

3-5 grade level

Acceleration through:

A different unit of study is explored each

semester: 1) Ancient Egypt, and 2)

Geology 3) Ancient Greece, 4)

Entomology,5) Medieval Europe, 6)

Oceanography

Self-paced individual activities and

projects

Group activities and projects

Critical thinking and problem solving

activities

Rubrics to score activities


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description.


groups



graph interpretation, etc.

Develop an honors curriculum for gifted

students Establish a rubric for the pedagogy

to be appropriately applied for this level

Use real world connections, simulations,

Mock Trial, etc.

6-8 grade level

The Course Description Books and student

planner provide a thorough explanation of

Honors classes. (See appendix B and C)

Acceleration through extended literature

and novels is required of the student

enrolled in Honors English. Gifted

curricular materials for Grade 7-8 are

advanced in complexity. For example,

certain novels are used solely at this level.

In some rare cases, acceleration through

double promoting 6th and 7th grade

students.

Enrichment classes provide advanced

coursework throughout the year.

Though not identified as Honors but clearly

an advanced class, ELA and Math

Enrichment provides an extensive supply

of advanced test-taking and reading

materials.

MESA (Mathematics, Engineering, Science

Achievement) participation

Eighth grade students in the honors program who

have exceeded in math have an opportunity to be

a peer tutor in other math classes.






description.


groups




Provide AP and IB coursework for student


appropriately applied for these levels

Administration checks lesson plans for

specific examples of differentiation.

Honors Coordinator reviews syllabi of

honors, AP and IB teachers. Honors

Department meetings held quarterly to

share ideas and exchange information.

Rubrics established for grading writing

across the curriculum. The high school

uses the state developed Writing rubric.

Project-learning, such as the Senior Exhibition, is

more complex for honors, and AP, and IB Diploma

students participate in Extended Essay.


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What curricular materials do

you use for grades K-2?

Be specific. Teacher created and purchased materials:

Marilyn Burns activities

Tanagrams

Attribute blocks

Logic Problems

Thinking Stories by Jackie Scott

Smart Arithmetic

Analogy Machine

BrainTeasers by Susan S. Petreshene


you use for grades 3-5?

Be specific. Classroom set of reference books, i.e.

Encyclopedias, dictionaries, atlases, etc.

Teacher reference books for units of study,

i.e. TCM. Mark Twain Press, Edupress,

etc.

Reference books for units, i.e. DK books

Computers

Microscopes and slides

Insect and rock collections

Brand Name items: Pentominoes, Logix, Atchitek

Blocks, Attribute blocks, Capsella, Triangos,

Digging into Logics, Problem Solvers …



Be specific. Supplemental materials such as the Coach

material series for AZMerti preparation.

Although not geared specifically for

gifted, these materials give students

practice in standardized testing. ACT

and SAT practice books also used in

honors classes for help in preparing for

college-bound examinations.

Curricular materials are governing board

adopted textbooks and supplemental

materials to support the implementation

of state standards in all subject areas.

Explore test is provided to all eighth graders. This

is a pre-ACT test aimed to assist students in

planning for college-and-career choices in high

school


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Be specific. Governing board-approved textbooks and

workbooks.

IB and AP reading lists, writing mandates

and course requirements from these

organizations directly.

Supplemental materials such as the Coach

series for AZMerit preparation. Although

not geared specifically for gifted, these

materials give students practice in

standardized testing. ACT and SAT

practice books also used in honors

classes for help in preparing for college-

bound examinations.

Department-created instruments for

quarterly assessments in English and

math.

Supplemental materials such as workbooks on

using graphic organizers


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Identification Question Indicators District Description

Describe how your referral

process for identification

involves parents and staff.

Recommendations from parents/staff

Review of records and answers on student

transfer documents

Announcements/newsletters to parents

Referrals from counselors, administrators or

support staff

In-service training for all staff and parents

Program description provided to all

stakeholders

Recommended by, but not limited to,

parents, teachers, staff, and peers.

Students may also nominate themselves

Review of standardized scores

Referrals from counselors, administration,

or support staff

In-service training

Program description (scope and sequence)

provided to all stakeholders

Rapid language acquisition scores

Review of district enrollment forms from transfer

students

Describe your process for

the identification of K-12

gifted students, including

how your process addresses

the variety of student

environmental backgrounds.

Serve 97%, but what about 96, 95, 94 and

others?

Use a matrix for underrepresented students

including at risk, ELL and equity compared

to school population

Arizona Assessment Scores

Use of non-verbal tests

Multiple measures

Personal interviews

Performance in honors, AP and IB

Elementary school:

Use a criteria matrix (Appendix D)

Use of AZMerit

Use CogAT form 6. NNAT, Raven

Service 97th percentile and above

Middle school:

Those that are identified as Gifted from 5th

grade are automatically placed in the

middle school Gifted Program.

Every middle school student is encouraged

to sign up for an honors class. Any student

who wishes to be in an honors class is

accepted, and tutoring help is provided if

needed

High school:

EVERY high school student is encouraged to sign

up for an honors, AP, or IB class. Teachers are

encouraged to advise students in regular classes

who show potential for more challenging work to

sign up for higher level classes in the following

year


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Please list all the testing

instruments and data points

you use for gifted student

identification and explain

why you chose these

instruments.

CogAT, Naglieri, WISC, etc. See the State

Board approved test list

Student grades

Gifted Characteristics Checklists

Student, teacher, parent input

Standardized testing results

We rely heavily on the K-2 gifted endorsed

teacher evaluation of the performance in the

Pensáremos program and classroom teacher

referrals as well as:

CogAT and NNAT

Students’ grades

Student, teacher, parent input

Standardized Testing results

How often do you make

testing available for K-12

students?

Fall, winter, spring

Additional testing for transfer students or on

a case-by-case basis throughout the year

3rd graders district-wide in the beginning of the

school year— and any 4th and 5th grader who is

recommended by teacher or parental request.

New students to the district on a case-by-case

throughout the school year.

How do you inform parents

and staff of your referral and

identification process?

Formal letters to parents

Parent informational meetings, conferences

School newsletters

If your school has a gifted website, please

list the URL

Formal letter to parents

Parent informational meetings,

conferences

School messenger (automated phone

message sent out)

Parent Engagement Coordinator

Once eligibility is

determined, how do you

inform parents of the

decision and then handle an

appeal of that decision?

Formal letters

Focus on data

Parent meetings

Meeting with teacher, Principal, and Gifted

Director

For Elementary Schools:

Focus on data

Parent meetings and conferences

Meeting with teacher, principal and gifted

program director

Special guest status or probationary status

is applied to students who did not qualify

but have demonstrated a need for the

program. Final decision based on progress

monitoring.

For middle and high schools: Any student who

chooses to be in honors offerings is accepted

https://cms.azed.gov/home/GetDocumentFile?id=587ebff3aadebe0e04bed518

https://cms.azed.gov/home/GetDocumentFile?id=587ebff3aadebe0e04bed518


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Social and Emotional Development Question Indicators District Description

How do you provide for the

unique affective needs of

your gifted students K-5?

Grade level seminars to train teachers

Coordination of affective activities

Experiential learning approach

Provide common learning seminars for

gifted students by grade level using pull out,

cluster or self-contained configurations

Use peer tutoring, cooperative leaning

strategies

Establish a parent support group

Small class size (Governing board goal: K-

2=1:22, 5-12=1:25)

Work at own pace

Self-contained pull out

Allow for exceptionalities and twice

exceptionality students

Provide a safe, comfortable and engaging

environment



your gifted students 6-8?

Incorporate specific activities into an honors

program

Experiential learning approach

Provide common learning seminars for

gifted students by grade level such as a

humanities class


Grade Level meetings periodically focus on

gifted strategies and training.

Subject Area meetings periodically focus

on gifted strategies and training.

Honors and enrichment classes

PD focused on higher-order thinking skills,

differentiation of delivery of instruction

Junior National Honor Society membership and

participation



your gifted students 9-12?

Develop gifted student learning groups to

share experiences

Assign a counselor to work with gifted

students

Seminars to train teachers, counselors and

administrators

Concurrent/dual enrollment possibilities tied

to AP, IB or CIE programs


Teachers assigned to honors, AP, and IB classes

sent to workshops and trainings both in-state and

at the national level.

The high school provides an hour a day for the

Honors Coordinator, in addition to a regular

planning period, in order to work with students

individually and to help honors teachers with all

the mandates required by AP and IB. In addition,

in 2018-2019 school year, the high school

assigned one counselor to work directly with the

Honor’s Coordinator to assist with providing

services to IB and AP students.

There is a teacher assigned to work with IB

candidates on the Creativity, Action, Service

(CAS) requirement and individual mentors for the

IB extended essay requirements.

Theory of Knowledge class zero (O) hour so


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students can fit it into their schedule

Teacher-mentors provide help with extended

essays

What specific orientation

activities do you provide for

parents and teachers

regarding gifted students

affective needs?

Grade level seminars to train teachers

Provide literature about the unique needs of

gifted students to teachers/parents

Conduct locally developed gifted parent

nights

Grade level seminars to train teachers in

differentiation of instruction delivery

Provide literature about the unique needs

of gifted students to teachers and

parents

Conduct locally developed parent nights

Notify parents of available seminars for

parents concerning gifted learners by

Arizona Association of Gifted and

Talented and Arizona Department of

Education

All high school parents are invited to

attend an honors information meeting.

Information about honors offerings sent

out in newsletters. Honors Coordinator

meets with parents at least three times a

year and is available for individual

meetings, telephone calls, and to answer

e-mail inquiries.

Middle and high school students/parents provided

with a course description booklet that outlines

course offerings with specific descriptions

How do you monitor, identify

and provide assistance to

“at-risk” gifted students?

Create an open-ended referral process for

parents, students and teachers

Provide counseling services on an as needed

basis

Develop alternate approaches for students

in high school to earn credit

Competency testing in core subjects to allow

students to “move-on”

Collaborate with classroom teachers using

a modified Child Study Team model

Parent contacts

Student contracts

Referral to counselor

Honors Coordinator meets with IB and Honors

Diploma candidates, is available before and after

school for consultations with all honors students


13 Rev 10/18

Professional Development Question Indicators District Description

How do you regularly

provide opportunities for

regular classroom teachers

and gifted teachers to

receive specialized training

about working with gifted

students?

In-service training, staff development,

professional learning communities

Fund attendance at conferences, workshops

and training in gifted education

Provide instructional materials for gifted

learners

Join the Arizona Association for Gifted and

Talented (AAGT) www.arizonagifted.org

Teachers develop personal professional

growth plans

Join AAGT

Fund attendance at conferences,

workshops and training in gifted

education

Provide instructional materials for gifted

learners

Develop in-service training, staff

development, professional learning

communities

Research-based strategies and best

practices for helping all students master

standards are reviewed. Honors teachers

often lead discussions or site in-services

because they have discovered that

hands-on and higher-order thinking

activities that they use with their gifted

students work well with regular students

as well. The social and affective needs of

excelling students are also discussed, as

well as the cultural impact on minority

students who excel.

Quarterly IB/AP/Honors faculty meetings

for faculty teaching those sections

In-service trainings for teachers on English

Language Development models, using data to

drive instruction, and brain development. Training

is not specifically geared toward gifted but

includes information and strategies for addressing

all learning styles/ability levels

http://www.arizonagifted.org/




14 Rev 10/18

Please list the titles of the

training you conducted last

year and those planned for

the current year.

Characteristics of the gifted learner

Instructional needs of the gifted learner

How to differentiate instruction to meet

gifted learners needs

Identifying the gifted learner

The meaning of gifted testing results

International IB Conference in Toronto,

Canada, Orlando, FL and San Diego, CA

Arizona Association for Gifted and Talented

Conference

How have your training

events targeted the needs of

administrators, counselors,

psychologists and support

staff?

Specific training events that illustrated for

administrators how to support gifted

education in their schools

Training for counselors in the social and

emotional needs of the gifted learner

ADE sponsored training on school

improvement

Gifted education teachers met with each

elementary school administrator and team to

analyze test results and their meanings.

(Principal, counselor, curriculum coordinator,

nurse, reading specialist, classroom teachers)

High School Administrators and staff members

involved in professional development have

attended Head of School IB training, IB core

subject training; head counselor has received IB

training. Guidance department has received

training on college-entrance tests as well as pre-

AP offerings and requirements, IB, AP and similar

topics.

At NHS all teachers involved in honors-level

classes meet on a monthly basis to review needs

of Honors Department and to revise curriculum as

needed. All teachers (involved in honors or not)

are part of the school improvement team and

meet quarterly (separate from the meetings

mentioned above) to assess progress made in

school improvement. Except for honors-level

meetings and workshops for AP and IB teachers

off campus, there are no separate trainings at the

high school geared specifically for gifted students.

At DSMS all teachers involved in honors-level

classes meet at least quarterly to review needs of

Honors Dept. and to revise curriculum as needed.

At all levels, all teachers/adm. collaborate on

each site’s Continuous Improvement Plan (ALEAT

Do teachers who have For more information, please see the gifted Gifted Endorsement

http://www.azed.gov/gifted-education/endorsement/


15 Rev 10/18

primary responsibility of

teaching gifted learners

have, or are working

towards earning, an Arizona

Gifted Education K-12

Endorsement?

endorsement resources. AP and IB Core Subject Training

Describe the feedback

received from post training

evaluations.

What did the participants say about the

effectiveness?

See above

http://www.azed.gov/gifted-education/endorsement/


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Parent and Community Involvement Question Indicators District Description

How do you make your

program philosophy, goals

and recruitment procedures

available to all parents?

Provide parents with a gifted handbook for

working with the district

Open house for gifted parents

Website for gifted students and parents

Parent – teacher conferences

Open houses

Conferences

Parent meetings

All high school parents invited to meeting

where materials and booklets describing

honors offerings explained.

All middle school parents provided with course

offering booklets that outline honors courses.

Parents of incoming sixth and ninth graders

attend meeting providing information prior to

start of new school year.

How do you provide access

to your scope and sequence

for all parents?

Gifted scope and sequence distributed to all

gifted parents

Available in all school offices

Available on LEA or school website

Available upon request at district office

Posted on the district website

Describe how you

incorporate parents into a

support or advisory group.

Write letters of invitation to all gifted

parents to join our group

Develop a regular schedule of meetings,

posted on website or in newsletter

Provide opportunities to hear and converse

with gifted guest speakers

Middle school site councils address topics

regarding advanced coursework and

student expectations.

Guest speakers are sporadically introduced

in middle school classes, but a more

direct approach will be utilized in the

upcoming year to increase exposure.

Up to nine parents participate in the high school

Senate, a group that meets regularly (and

includes curriculum leaders, administrators, and

students). However, this is NOT a group of

parents solely of gifted students, although

parents involved tend to have students in the

honors classes. There is no separate parent group

solely representing gifted students. Parents of

honors students do have separate meetings with

counselors/honor coordinator at the start of each

school year, but all parents are invited to see

what the honors program involves


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How do you involve parents

and the gifted community in

the evaluation of your

program?

Surveys, personal interviews, town hall type

meetings

Site council agenda item

End of year presentations

Surveys

Conferences – parent/teacher

End of unit presentations


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Program Assessment Question Indicators District Description

What data sources do you

use to assess your programs

effectiveness?

Surveys from parents, students and

teachers

Standardized test scores

AzMERIT performance scores

Terra Nova performance scores

AP, IB or CIE scores

Elementary: AIMS Science, AZMerit, Dibbles Next

and Galileo assessment results

Middle school:

Counselors review individual student test

portfolios

Administrators conduct walk-throughs

Department chairs observe classroom

instruction

AIMS Science, AZMerit, Dibbles Next and

Galileo assessment result disaggregation

and longitudinal studies

Vertical and horizontal grade level and

content area department meetings

Mathematics students chart their own

Galileo personal progress

Number of student taking and passing

AZMerit Algebra I assessment

Galileo classroom results are posted for

public display

An increase in number of honors offerings

and in number of students taking those

classes

High school:

Grades, results on standardized tests such

as Stanford 10, AZMerit and AIMS Science,

results quarterly assessments in English

and math created by those departments.

AP/IB scores.

Percentage of students who excel shared

with all faculty. One indication of growth of

program is in number of honors, A.P. and I.B.

sections needed


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Describe how you use test

data, both norm referenced

and criterion referenced in

your evaluation process.

Track progress of gifted students year to

year individually

Compare scores of gifted students with the

rest of the population to assess differences

Students class grades compared to

identification scores

Track progress of gifted students year to

year individually

Students class grades compared to

identification scores

Power School results – i.e.: language,

Stanford 10, AIMS Science, AZMerit,

Gifted

High school:

All assessment data is disaggregated by gender,

socio-economic status, ELL status and ethnicity.

Scores of students in honors offerings compared

to regular students informally but no specific

disaggregation made as students in these

programs are there by self-placement and not

through any other criteria.

How do you use informal

measures like surveys, open

forums and teacher

interviews to gather data?

Look for trends, common strengths,

weaknesses, areas for improvement in

parent surveys

Direct observation of the program in action

Look for trends, common strengths,

weaknesses, areas for improvement in

parent surveys

Direct observation of the program in action

Parent surveys, climate surveys

High school:

Information from surveys (parents, students,

teachers, and the community) used to enhance

success of school as a whole, not a particular

program. Parent concerns expressed through

surveys, interviews, and parent-teacher

conferences used to revise curriculum offerings

and support offered to students. While there are

no questions specific to gifted students, there are

questions regarding how well the high school

meets the needs of individual students.

What are your keys

indicators that your program

is positively affecting

students?

Student interest, excitement with the

program

Parental positive feedback

Students test score analysis

Stays with the program, no dropouts

Regular attendance in class

Elementary school:

Student interest, excitement with the

program

Parental positive feedback

Student test score analysis

Stays with the program

Regular attendance in class

Student desire to have more time in

program


20 Rev 10/18

Middle school:

The Reality Check Survey is implemented

in October for students, parents, and

teachers / staff. Questions address

Lezotte’s 7 Correlates of Effective Schools;

one of these correlates is Climate of High

Expectations. Parents responded

overwhelmingly that they found the pace

of Honors classes to be rigorous and

relevant.

Standardized test scores such as AIMS

Science, AZMerit and Galileo are used to

determine Honors/Gifted Program

effectiveness. These scores will be tracked

starting this school year. Baseline data for

all students has been created, and

disaggregation reveals the meets and

exceeds levels on assessments.

Honors/Gifted students have excellent

attendance and rarely have discipline

referrals.

Some students drop out of Honors classes

but rarely those that are identified as

gifted.

High school:

The high number of students seeking post-

secondary education at both in-state and

out-of-state universities and colleges.

The graduation rate.

High graduation rate (95 percent for Class

of 2018).

.

Describe the performance

standards you have for all

gifted students. Are the

standards for gifted

students?

Meets the individual learning goals

established for the students

The gifted population demographics must

reflect the same picture as the total school

population

Elementary school:

Proficient or Highly Proficient on the

AZMerit assessment

The gifted population demographics must

reflect the same picture as the school

population

Middle school:

Proficient or Highly Proficient on annual


21 Rev 10/18

AIMS Science and AZMerit assessment

The gifted population demographics

reflects the same picture as the school

population

Students complete honors classes without

dropping out to enter lower-level offerings

High school:

The gifted population is expected to be proficient

or highly proficient on the AZMerit, pass all

sections of the Senior Exhibition, and graduate

within four years -- which is the same expectation

of those not within the gifted population.


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Budgeting Question Indicators District Description What

percentage

of your

supplemental

allocation is

used in the

following

categories:

capital

expenditures,

direct

student

services,

professional

development

and district

coordination?

If

supplemental

funding from

the Arizona

state

legislature is

not currently

available,

please

describe

funding

resources

used to

support your

gifted

education

program.

All salaries, supplies, resources for gifted program funded from M&O. This will change slightly if

Gifted Grant received in FY19. Purchases made will be supplementary to what is provided by M&O

and could include such items as field trips, P.D. for gifted teachers above regular district P.D., and

additional supplies to supplement existing units.

Describe the

structure of

your gifted

education

staffing

including the

ratio of

teaching staff

to the

number of

identified

gifted

students.

Type of

program: pull

out, cluster,

self-contained

or

differentiated

instruction

within the

classroom

Ratio within

the structure

you chose: 1

to how many

students?

High school:

There are 105 sections of various classes within the math, English, science, social sciences, CTE,

modern languages, and art offerings dedicated to honors, AP, or IB. Since any student can take

these classes, the ratio of teachers to identified gifted students is not a valid indicator


23 Rev 10/18

To what

extent does

the district

support the

funding of

your gifted

program?

Please

elaborate: be

specific as to

staff and

financial

resources

Teacher

salaries?

Rooms,

appropriately

equipped?

Professional

development

Funding for a

Director?

Testing

supplies?

Administrative

support?

Elementary school:

Salary for three teachers paid by district

Classroom, computer, furniture and some teaching supplies provided by district

Unit materials and some teaching supplies

Professional development

Coordinator stipend

Testing supplies

Administrator paid by District

Middle school:

Junior National Honor Society and MESA membership and participation

Text-books, gifted testing supplies, and supplemental instructional materials

High school:

District pays fees to belong to the IB organization. The District pays the salary and an

addendum for an honors coordinator (one hour of coordination a day).

The District pays for both in state and out-of-state workshops for AP and IB teachers.

Books and supplies required by AP and IB organizations are funded.

NOGALES UNIFIED SCHOOL DISTRICT No. 1

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