Frequently Asked Questions

My child has been referred to be tested for placement in a gifted program. What do I do?          The first step is to sign the “permission to test” form and return it promptly to the school.  Feel pleased that your child is exhibiting behaviors and thinking that cause a teacher to feel gifted testing is appropriate.  Feel relieved that someone else has noticed what you know, that your child is advanced in some or all areas.  Feel good about your child and continue to tell your child how proud you are whether or not the child qualifies for the gifted program.

But aren't all children gifted?
All children are different and all children are special. However, under Arizona law, children who show superior intellect, advanced learning ability, or both are considered “gifted” and may need an opportunity for placement in “gifted program”. Arizona mandates gifted education for K-12 students.

Superior intellect or advanced learning ability is determined by scores at or above the 97th percentile on nationally normed ability or intelligence test in any one or more of three areas; verbal, quantitative, or nonverbal reasoning. The AIMS test and the achievement tests that students take annually are not usually considered toward placement in gifted programs. These tests measure what a student has learned according to grade level expectations. An ability or intelligence test measures how a student uses what he/she knows and indicates a capacity for future success in school. Gifted can be simply defined as an area or areas where a child shows advanced development.

Arizona has defined the three reasoning areas as:

· Verbal reasoning: how well a student can solve problems using words,

· Quantitative reasoning: how well a student can solve problems using mathematical concepts,

· Nonverbal reasoning: how well a student can solve problems using shapes and figures and the ability in spatial and abstract thinking.

How does a parent identify these areas?

Parents know a child best because they live with the child and can observe the day to day behaviors and thinking processes.  Listed below are potential student behaviors used as indicators for gifted screening:

· Advanced Language: early language usage, large vocabulary, use of verbal skills to solve problems,

· Accelerated Learning: boredom with routine work that overuses drill and practice, quick grasp of information, reads and comprehends at a high level, unexpected mastery of number/math concepts,

· Creativity: takes apart and reassembles things and ideas, uses imagination, elaborates on the ideas of other, creates original work.

· Problem Solving/Critical Thinking: manipulates information and makes connections beyond the situation, asks penetrating questions, demonstrates advanced logical reasoning, sees cause and effect relationship easily.

· Sense of Humor: catches subtle humor, plays with language, uses puns & riddles, detects and uses irony.

· Sensitivity: feels another person's hurts, strong sense of justice, high expectations of self and others.

What kind of program is offered for “gifted education”?
Fortunately, programs for the gifted are not one size fits all. State law allows each district to design a program or programs to fit the needs of the students.  Examples of organization models are:
· Ability groups within a classroom or school
· Cluster classes
· Magnet school for specific areas of study
· Multiple-age classroom
· Pull-out programs
· Regular classrooms
· Inclusion classrooms
· Self-contained classrooms
· Special interest programs used in or out of school

Organization models vary among districts and grade levels. Program models appropriate for elementary students may not be appropriate for middle school or high school students. The one-size-fit-all model does not work for gifted programs.

Who are the teachers of the Gifted?
Teachers of the gifted are required to have an “gifted endorsement” on their certificate. Translated that means the teacher has taken classes and/ or training in gifted education. The specific requirements determined by the certification section of Arizona Department. of Education.

Now that my child is identified, what is next?
Sign the forms to place your child in the program and begin your learning experience to become a positive advocate for your child. Parents should become informed about the programs offered in their school district and the program that is available for their child. Parents can talk with the teacher of the gifted, learn about gifted education by attending open houses at the school or district level, and join the Arizona Association of the Gifted & Talented. (Membership information should be available through District offices,)

There are some universal truths to keep in mind. Gifted students are as individually different as those in any group of students. All children are unique. Just because your child has been identified as “gifted”, does not change these truths. What does change is that you have a better understanding of why your child is unique and what are the strengths are that make him or her different. You as a parent need to foster those strengths so that your child can achieve success.