Aside from district administered gifted programs, Arizona has also seen exponential growth in recent years in charter schools geared towards academic enrichment (e.g., BASIS Schools, Great Hearts Academies etc.). As such, a comprehensive gifted evaluation is often the best way to estimate a child’s ability to succeed in any specific gifted education program, as well as determining whether the testing admissions requirements for entry into such programs are met. In short, not all gifted programs are alike! Some are considerably more advanced and academically challenging than others. Gifted education programs administered by Arizona school districts often include “pull out” enrichment services or “self-contained” gifted education programs, both of which have unique admissions requirements that are tied to how a child performs on a nationally normed intelligence / ability test. Such is commonly determined by scores at or above the 97th percentile on nationally normed ability or intelligence tests in one or more of three areas – verbal, quantitative or nonverbal reasoning. As previously noted, State law in Arizona mandates gifted education be provided for students who demonstrate superior intellect or advanced learning ability or both (ARS 15-779.02). One of the most common reasons parents choose to initiate such testing is to determine whether a child meets eligibility requirements for a gifted or academically enriched program. There are many reasons why a parent would want to pursue gifted testing for their child or adolescent. At Arizona Child Psychology, PLLC, we offer individualized intelligence / gifted evaluations that can be used by a child’s school in determining appropriate academic placement. Because not all children respond well to this type of testing scenario, an individual test of intelligence (IQ test) given by a psychologist trained in intellectual assessment of children might provide a more fair, balanced and comprehensive assessment of a child's true intellectual ability. However, the measures used are typically a timed paper and pencil or online tests (e.g., the CogAT), are administered in a group setting, and are administered by a teacher who specializes in gifted instruction. Most school districts provide ability testing for children who are suspected of being gifted. An ability or intelligence test is different from an achievement test such as the AIMS, in that achievement tests measure what a student has learned with respect to their grade level standards, while ability or intellectual tests measure more innate or natural problem solving-skills. This is determined by scores at or above the 97th percentile on nationally normed ability or intelligence tests in one or more of three areas - verbal, quantitative, or nonverbal reasoning. According to State statute, a “gifted pupil” is a child who is of lawful school age and who demonstrates superior intellect or advanced learning ability or both (ARS 15-779.02). Gifted education is mandated in Arizona for students in K– 12th grade. With respect to educational services for the gifted in the State of Arizona, the definition of giftedness is limited to academic giftedness, or a student's potential for future success in school. There are many different definitions and interpretations of the term “gifted.” Most include advanced development in the following areas: intellectual ability, creativity, memory, motivation, physical dexterity, leadership, and sensitivity to the arts.
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