Chandler Unified School District

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Chandler Unified School District
Chandler Academically Talented Students
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(No Transcript)
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History of the Program

• Self-Contained Gifted Services in Chandler began
  in 1976 for 3-6 grade students.
• Junior High CATS began in 2003 with the goal of
  addressing the specific needs of gifted junior
  high school students.

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Adolescence (ages 10-15)
The accelerated physical and personal development
that occurs during this period is the greatest in
the human life cycle and is marked by great
variance in both the timing and rate of
growth. These are the years during which each
individual forms his/her adult personality,
basic values, and attitudes. Understanding and
Appreciating the Wonder Years (National Middle
School Association, 2000).
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Key Generalizations of the Adolescent Learner

• They seek autonomy and independence.
• They are by nature explorers, curious and
  adventuresome.
• They learn best through interaction and activity
  rather than by listening.
• They seek interaction with adults and
  opportunities to engage in activities that have
  inherent value.
• Their physical and social development become
  priorities.
• They are sensitive, vulnerable, and emotional.
• They are open to influence by the significant
  others in their lives.

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Intellectual Characteristics

• Enjoys both intellectual and manipulative
  activities
• Prefers active involvement in learning
• Motivated to learn when lessons are related to
  immediate goals and interests
• Argues to clarify own thinking and to convince
  others
• Possesses a vivid imagination
• Exhibits independent, critical thinking
• Forgets easily because his/her mind is so
  preoccupied with other issues
• Sees relationships among similar concepts, ideas,
  and experiences and makes inferences
• Makes personal-social concerns a priority over
  academic matters

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Intellectual Characteristics

• Enjoys both intellectual and manipulative
  activities
• Prefers active involvement in learning
• Motivated to learn when lessons are related to
  immediate goals and interests
• Argues to clarify own thinking and to convince
  others
• Possesses a vivid imagination
• Exhibits independent, critical thinking
• Forgets easily because his/her mind is so
  preoccupied with other issues
• Sees relationships among similar concepts, ideas,
  and experiences and makes inferences
• Makes personal-social concerns a priority over
  academic matters

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Social Characteristics

• Desires to make personal choices
• Desires social acceptance
• Seeks peer relationships in order to conform to
  group norms
• Has more interest in relations with the opposite
  sex, but same sex friendships dominate
• Vacillates between desire for regulation and
  direction and desire for independence
• Wants identification with adults but not always
  willing to accept their suggestions
• Shows concern for oppressed groups
• Shows willingness to work and sacrifice for
  social rewards
• Tests limits of acceptable behaviors
• Easily loses track of time
• Likes fads, especially those shunned by adults
• Needs moderate amounts of time alone, in order to
  regroup and reflect on daily experiences

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Social Characteristics

• Desires to make personal choices
• Desires social acceptance
• Seeks intellectual peer relationships in order to
  conform to group norms
• Has more interest in relations with the opposite
  sex, but same sex friendships dominate
• Vacillates between desire for regulation and
  direction and desire for independence
• Wants identification with adults but not always
  willing to accept their suggestions
• Shows concern for oppressed groups
• Shows willingness to work and sacrifice for
  social rewards
• Tests limits of acceptable behaviors
• Easily loses track of time
• Likes fads, especially those shunned by adults
• Needs moderate amounts of time alone, in order to
  regroup and reflect on daily experiences

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Emotional Characteristics

• Relates self-esteem and self-concept to degree of
  physical development
• Begins to deal with and understand nuances and
  shades of gray
• Experiences simultaneous emotional conflicts
• Desires attention, sometimes without regard to
  how it is secured
• Shifts moods rapidly
• Can become rebellious toward adults
• Is easy to offend, sensitive to criticism
• Shows optimism, hope for the future
• Displays prankish sense of humor
• Values direct experience in participatory
  democracy
• Observes flaws in others easily but slow to
  acknowledge own faults
• Searches for the answer to Who am I?

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Emotional Characteristics

• Relates self-esteem and self-concept to degree of
  physical development
• Begins to deal with and understand nuances and
  shades of gray
• Experiences simultaneous emotional conflicts
• Desires attention, sometimes without regard to
  how it is secured
• Shifts moods rapidly
• Can become rebellious toward adults
• Is easy to offend, sensitive to criticism
• Shows optimism, hope for the future
• Displays prankish sense of humor
• Values direct experience in participatory
  democracy
• Observes flaws in others easily but slow to
  acknowledge own faults
• Searches for the answer to Who am I?

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High School Honors/AP
GAP Gifted Adolescent Program
Elementary CATS
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What they want
What they need
Social Interaction Autonomy Choice Independence In
teractive Learning Fun Opportunity to make a
difference Value
Structure Some Independence Boundaries Social
Skills Study Skills
Ideally they get both
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How Junior High School CATS fills the GAP

• Extension of CATS program with the junior high
  school atmosphere
• Accelerated and in-depth studies
• Interaction with intellectual peers
• Academically challenging/rigorous
• Gifted endorsed teachers know both gifted and
  adolescent needs
• Opportunities for independent studies in areas of
  interest and level of advancement
• Experience meaningful involvement in real
  problems

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Differentiating Between CATS and Honors

• The CATS Student
•  Asks questions
•  Discusses in detail, elaborates
• Shows strong feelings and opinions
• Needs 1-2 repetitions for mastery
• Constructs abstractions
• Draws inferences
• Initiates projects
• Is intense
• Thrives on complexity

•  The Honor Student
• Is attentive
• Works hard
• Answers the questions
• In top group
• Learns with ease
• Needs 6-8 repetitions for mastery
• Completes assignments
• Absorbs information
•  Learns techniques
•  Is a good memorizer

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Curriculum

• Accelerated Grade Level Objectives
• 7th Grade
• 9th Grade (Year 1) Math
• Gifted Language Arts
• Gifted Science
• Gifted Social Studies
• 8th Grade
• 10th Grade (Year 2) Math
• Gifted Language Arts
• Gifted Science
• Gifted Social Studies

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Santan STEM Program Possible further
acceleration in math

• Seventh Eighth Ninth
• Grade Grade Grade
• Algebra Geometry Honors Pre-Calculus
• Algebra 2
• (zero hour elective taken concurrently with
  Geometry)

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Curriculum

• Two-Year Curriculum
• Same teacher provides continuity from one grade
  level to the next
• Integration
• Provides an interrelated study of the disciplines
• Accelerated
• Provides appropriate placement and pace

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• They already know they are smart. What they
  really need is an understanding that while most
  adolescents may feel alienated at times, gifted
  adolescents really are different due to the
  nature of their cognitive complexity and its
  associated social/emotional features.
• - Gail Post PhD.

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Santan Junior High CATS

• Ms. Sandy Bales Social Studies
• Mrs. Erica Susser English Language Arts
• Mr. Jake Southworth Science
• Ms. Sarah Winzeler Math
• Mrs. Barbara Kowalinski Principal