- Q1:What is the difference between a "bright" child and a "gifted" learner?
- Q2:How is a child referred for gifted testing?
- Q3:How does a child qualify for the gifted program?
- Q4:What is the purpose of the gifted program?
- Q5:What are the goals of the gifted program?
What is the difference between a "bright" child, and a "gifted" child?
| Bright Child | Gifted Learner |
|---|---|
| Knows the answers | Asks the questions |
| Is interested. | Is highly curious. |
| Is attentive. | Is mentally and physically involved. |
| Has good ideas. | Has wild, silly ideas. |
| Works hard. | Plays around, yet tests well. |
| Answers the questions. | Discusses in detail, elaborates. |
| Top group | Beyond the group. |
| Listens with interest. | Shows strong feelings and opinions. |
| Learns with ease. | Already knows. |
| 6-8 repetitions for mastery. | 1-2 repetitions for mastery. |
| Understands ideas. | Constructs abstractions. |
| Enjoys peers. | Prefers adults. |
| Grasps the meaning. | Draws inferences. |
| Completes assignments. | Initiates projects. |
| Is receptive. | Is intense. |
| Copies accurately. | Creates a new design. |
| Enjoys school. | <Enjoys learning. |
| Absorbs information. | Manipulates information. |
| Technician. | Inventor |
| Good memorizer. | Good guesser. |
| Enjoys straight forward sequential presentation. | Thrives on complexity. |
| Is alert. | Is keenly observant. |
| Is pleased with own learning. | Is highly self-critical. |
How is a child referred for gifted testing?
Students may be referred for gifted testing three ways. A student may request to be tested, or a student may be referred for testing by a teacher or a parent. Student abilities are evaluated by both the classroom teacher and their parent(s), and the student then receives an appropriate rating. After permission to test the student has been received from the parent, the student is then given two tests for further evaluation. Students are given the (NNAT K-12) Naglieri Nonverbal Test (recommended for English and non-English speaking students) and the (CogAt K-12) Cognitive Abilities Test and again receive appropriate scoring. A matrix score is tabulated and students are placed in the program when test percentages determine gifted services are appropriate and recommended for the student. Parent permission is required to both test and place a student in the gifted program.
How does a child qualify for the gifted program?
Wickenburg Unified School District's gifted education program is a pull out program designed to provide appropriate services for those students who require differentiated educational programs and services beyond those provided within the regular school day. Both accelerated and enrichment opportunities are provided to meet the unique cognitive and affective needs of gifted children. Our program complies with the Arizona State Law which mandates school districts identify gifted students as those scoring at the 97th percentile on a state approved test of reasoning ability. Students scoring at the 97th percentile OR above OR students that may score a composite score of 12 on a district matrix document administered by appropriate Wickenburg School District personnel will qualify for placement in the Wickenburg Unified School District Gifted Program.
What is the purpose of the gifted program?
- To promote excellence in academic performance and achievement
- To provide curriculum that enhances and extends concepts and allows gifted students to move beyond traditional learning
- To provide support in the affective domain to assist students in bridging the gap between intellectual sophistication and emotional maturity
- To provide opportunities for gifted students to interact with other students who have similar cognitive abilities
- To provide a staff of highly qualified specialists with specialized skills in gifted education
- To provide ongoing collaboration and support for administrators and general education teachers
What are the goals of the gifted program?
- To provide an academically rigorous curriculum that is abstract and complex in nature through teaching units related to the content taught in the general education curriculum
- To study Universal Concepts, with supporting generalizations, connecting selected themes of study that are relevant, substantial, and meaningful
- To promote critical thinking and reasoning skills and to encourage divergent thinking
- To promote an understanding of the systems of knowledge, themes, issues, and problems that face the world
- To foster inquiry and challenging attitudes toward learning
- To help students develop communication skills and confidence in expressing ideas and opinions
- To foster self-understanding and an awareness of issues and problems associated with being gifted
- To assist students in developing a positive self-image by recognizing and accepting differences in themselves and others and the ability to make intelligent choices based in that understanding
- To promote life-planning skills and assist students in making positive contributions to society.
- To provide an academically rigorous curriculum that is complex and abstract in nature through teaching units related to the content taught in the general education curriculum.
- Promotion of critical thinking and problem solving skills and to develop divergent thinking.
- To foster positive attitudes towards learning.
- Assist student's development, recognition, and acceptance of the differences in themselves and others.
- Simulate life-learning and life-planning skills.
- To develop understanding and awareness of issues and concerns associated with giftedness.