What Does Gifted Mean?
1. having great special talent or ability: the debut of a gifted artist.
2. having exceptionally high intelligence: gifted children.
Litchfield Elementary School District Gifted Program
The Litchfield Elementary School District is dedicated to the task of providing challenging programs appropriate for all ability levels. Specialized instruction will be provided to serve the needs of gifted students. Litchfield Elementary School District ensures that classrooms are responsive to the unique needs of diverse gifted learners and ensures a positive classroom environment that values and honors each student’s unique learning style. The program complies with the Arizona Law that mandates that school districts identify gifted students as those scoring at the 97th percentile or above on any one of the three batteries of the Cognitive Abilities Test or on any other state approved appropriate test administered by Litchfield Elementary District personnel for placement.
Benefits of Gifted Education
- Challenges children to reach their potential
- Promotes academic rigor
- Develops and maintains an interest in school
- Improves creativity and problem-solving abilities
- Broadens experiences and horizons
- Creates a positive atmosphere for learning
- Provides appropriate pacing
- Allows for association with children of similar interests and abilities
- Encourages active participation
- Provides a context for application of classroom learning to real life Problem-solving.
Middle School students will receive service through the Honor’s program. Each student must complete the application process. An application is available in the front office of each middle school. Students will be with their Honor peers during all academic content areas. Honor’s program teachers receive ongoing training using the research-based practices of Susan Winebrenner, international expert of the gifted learner and author of Differentiating Content for Gifted Learners in Grades 6–12.
Our gifted testing takes place three times throughout the school year. A signed permission slip is required by our district before any child can be tested. Our next round of testing will take during the dates listed below. Please notify your child's teacher if you are interested in having your child tested. Parent permission slips are due by August 23rd. Any permission slips received after this date will be tested during the Winter of 2019. Fall testing will take place on September 3, 4, and 5th.
Winter Permission slips are due by December 13
VMS Winter Testing Dates: January 7, 8, and 9
Spring Permission slips are due by April 13.
VMS Spring Testing Dates: April 28, 29, and 30
CoGAT – Cognitive Abilities Test
The verbal battery is made up of three tests: Verbal Classification, Sentence Completion, and Verbal Analogies. All of these require individuals to use verbal concepts that he or she has acquired from experience both in and out of school, to solve a verbal task that has not been taught in school. The items on the Verbal Classification test require the individual to abstract the common element among three of four verbal stimuli and then select the word that goes with them. The items on the Sentence Completion test require that an individual comprehend the thought or idea expressed in a sentence and then select the word or phrase that best completes the sentence. The last, Verbal Analogies test, requires the individual to discover the relationship between a pair of words and then, given a third word which is the first word of a second pair, to complete the analogy. All three of the tests measure inductive reasoning and verbal abstract reasoning.
The Quantitative Battery consists of three tests: Quantitative Relations, Number Series, and Equation Building. All of these tests require the individual to use quantitative concepts that he or she as acquired from experience in and out of school to solve quantitative problems that have not been directly taught in school. The Quantitative Relations test requires the individual to make judgments about the relative sizes or amounts of quantitative materials. The items are based on materials that relate to common experiences of children and young adults. The Number Series test requires the individual to discover the rule or principle that underlies a series of numbers and then to choose the number that comes next in the series. This test is primarily a test of inductive reasoning. The last test in the battery, Equation Building, is an unusual type of test. Each item presents numbers and mathematical signs that the individual must arrange and combine to produce an equation that will give one of the answer choices. Successful performance on the test appears to depend upon flexibility in using quantitative concepts although knowledge of mathematical conventions also influences performance. This test is primarily a test of abstract reasoning.
The Nonverbal Battery consists of three tests: Figure Classification, Figure Analogies, and Figure Analysis. The items in these tests involve neither words nor numbers. The geometric shapes and figures used in these items have little direct relationship to formal school instruction. The geometric and spatial concepts that are required to solve the items are acquired largely from out-of-school experiences. The Figure Classification test requires the individual to abstract the common element from three or four geometric figures and then to select the figure that goes with them. The Figure Analogies test requires the individual to discover the relationship between a pair of figures and then, given a third figure which is the first figure of a second pair, to select the figure that completes the analogy. The Figure Analysis test requires the examinee to reconstruct a design from a sequence of cues. These three tests, like the ones in the other batteries, measure inductive and abstract reasoning.
- Great site for THINKING activities