Frequently Asked Questions...
Why do DVUSD schools cluster gifted students at varied grade levels?
Each school's staff has options that allow the school to meet the needs of their community. The gifted service models at each campus depend upon a number of factors including numbers and needs of gifted students, numbers and philosophies of teachers with gifted endorsements, and community needs. Choices in programming across DVUSD allows parents to find the right fit for their unique child.
What is flexible grouping, and how does it fit with cluster grouping?
Some of our schools use flexible grouping in addition to cluster grouping. Flexible grouping is compatible with cluster grouping because it allows teachers to focus on skills to assure that students build a strong foundation. Gifted students need to master grade level standards before moving on, and flexible grouping ensures that these students do not develop gaps in learning. Students are pretested, placed in appropriate groups for instruction, and moved along a learning continuum that allows them to move through and beyond the standards.
Are gifted education programs mandated in Arizona?
Yes. Gifted education is mandated for all public school districts. All school districts must both
identify gifted learners and provide appropriate educational programs and services for gifted
learners that are an “integrated, differentiated learning experience during the regular school
day” in all grades K‐12 (https://www.azed.gov/asd/gifted/Statutes.pdf). Cluster grouping meets this mandate.
What kinds of gifted services are available in Deer Valley?
Our gifted service models include Gifted Cluster Classrooms, content replacement (SAGE) self-contained (Renaissance Academy). A school's model for providing gifted services depends upon many factors including teacher, administrator, student, and parent needs. Student population and staffing (teachers with gifted endorsements and experience) also plays a role. In Deer Valley, we strive to offer educational choice in all areas of programming. Not all gifted students are alike, so not all gifted services are alike.
What kind of training is required for teachers working with gifted learners?
Teachers who work with gifted learners must be provided with professional development
support based on a plan outlined within a school district’s Scope and Sequence for Gifted
Education. Also, teachers whose primary responsibility is teaching gifted learners must have, or
be working towards earning an Arizona Gifted Education K‐12 Endorsement(https://www.azed.gov/certification/requirements/Endorsements/Gifted.pdf). DVUSD supports teachers by providing an ongoing series of classes and workshops that lead to a gifted endorsement.
What are the benefits of gifted cluster grouping?
"Research indicates that a particular structure of cluster grouping raises everyone's achievement level (Gentry, 1999)". The primary benefits are for the gifted students; they build a relationship with a teacher who understands and respects their intelligence, work with their intellectual peers, and are in a differentiated learning environment that nurtures their potential. The secondary benefits of the learning environment and teaching style filter out to all students, increasing the performance levels of the class as a whole.
Each school's staff has options that allow the school to meet the needs of their community. The gifted service models at each campus depend upon a number of factors including numbers and needs of gifted students, numbers and philosophies of teachers with gifted endorsements, and community needs. Choices in programming across DVUSD allows parents to find the right fit for their unique child.
What is flexible grouping, and how does it fit with cluster grouping?
Some of our schools use flexible grouping in addition to cluster grouping. Flexible grouping is compatible with cluster grouping because it allows teachers to focus on skills to assure that students build a strong foundation. Gifted students need to master grade level standards before moving on, and flexible grouping ensures that these students do not develop gaps in learning. Students are pretested, placed in appropriate groups for instruction, and moved along a learning continuum that allows them to move through and beyond the standards.
Are gifted education programs mandated in Arizona?
Yes. Gifted education is mandated for all public school districts. All school districts must both
identify gifted learners and provide appropriate educational programs and services for gifted
learners that are an “integrated, differentiated learning experience during the regular school
day” in all grades K‐12 (https://www.azed.gov/asd/gifted/Statutes.pdf). Cluster grouping meets this mandate.
What kinds of gifted services are available in Deer Valley?
Our gifted service models include Gifted Cluster Classrooms, content replacement (SAGE) self-contained (Renaissance Academy). A school's model for providing gifted services depends upon many factors including teacher, administrator, student, and parent needs. Student population and staffing (teachers with gifted endorsements and experience) also plays a role. In Deer Valley, we strive to offer educational choice in all areas of programming. Not all gifted students are alike, so not all gifted services are alike.
What kind of training is required for teachers working with gifted learners?
Teachers who work with gifted learners must be provided with professional development
support based on a plan outlined within a school district’s Scope and Sequence for Gifted
Education. Also, teachers whose primary responsibility is teaching gifted learners must have, or
be working towards earning an Arizona Gifted Education K‐12 Endorsement(https://www.azed.gov/certification/requirements/Endorsements/Gifted.pdf). DVUSD supports teachers by providing an ongoing series of classes and workshops that lead to a gifted endorsement.
What are the benefits of gifted cluster grouping?
"Research indicates that a particular structure of cluster grouping raises everyone's achievement level (Gentry, 1999)". The primary benefits are for the gifted students; they build a relationship with a teacher who understands and respects their intelligence, work with their intellectual peers, and are in a differentiated learning environment that nurtures their potential. The secondary benefits of the learning environment and teaching style filter out to all students, increasing the performance levels of the class as a whole.