Chandler Unified School District

Chandler Academically Talented Students

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.

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, basicvalues, and attitudes.

“Understanding and Appreciating theWonder Years” (National Middle School Association, 2000).

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.

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

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

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

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

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?”

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?”

Elementary CATS

High School Honors/AP

GAPGifted Adolescent Program

Social InteractionAutonomy

ChoiceIndependence

Interactive LearningFun

Opportunity to make a difference

Value

What they want

StructureSome Independence

BoundariesSocial SkillsStudy Skills

What they need

Ideally they get both…

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

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

Differentiating Between CATS and Honors

Curriculum

• Accelerated Grade Level Objectives7th 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

Santan STEM Program: Possible further acceleration in math

Seventh Eighth NinthGrade: Grade: Grade:

Algebra Geometry Honors Pre-Calculus Algebra 2*

(*zero hour elective taken concurrently with Geometry)

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

“…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.

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