AT SUNRISE, PARK MEADOWS,

AND VILLAGE MEADOWS SCHOOLS

Updated 8/2016 - ACL

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SPARK is a collaborative program provided at three schools: Park Meadows, Village Meadows,

and Sunrise. Located on the campus of Sunrise Elementary, it is a weekly enrichment learning

experience that addresses the unique needs of gifted students. Students attend one day each

week and are provided with project based learning experiences. This program provides students

with engaging experiences in mathematics, language and communication, writing, social

studies, science, technology, and the arts through enrichment opportunities. The learning

experiences in SPARK require students to think critically, collaborate with others, communicate

their ideas, and show creativity.

Goals

● increase participation in gifted services among underserved populations

● provide accelerated and enriching opportunities to students with advanced academic

potential

● nurture leadership skills through team building and collaborative decision making

● empower civic responsibility through community involvement and participation in

MicroSociety

● improve research and presentation skills through written, oral, and multimedia formats

● analyze and reflect on individual learning styles, strengths and needs, and use of

problem solving strategies

● engage in critical thinking by analyzing situations through multiple perspectives including

historical and cultural

● empower students to own their learning and advocate for their educational needs

● build upon AZCCRS learned in the general education classroom through real world

application

● build understanding of gifted learners and increase implementation of best practices for

gifted education in cluster classrooms at each home school

Schedule

A permanent schedule will be created in order to meet the needs of the general education

teacher. This schedule will only be altered due to whole class field trips. Students will eat

lunch with other students in the same grade level. School lunch accounts will remain the same

between the schools.

Monday- Provide support in classrooms or through planning with general education teachers Tuesday- 2nd & 3rd Grades Wednesday- 4th & 5th GradesThursday- 6th Grade

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Transportation

Deer Valley Unified School District Transportation Department provides free transportation to

and from a student’s home school to the SPARK campus at Sunrise Elementary. Students

board the school bus at 8:45 AM and return to their home campus at 3:00 PM for dismissal at

3:30.

Gifted Identification

DVUSD primarily uses the Cognitive Abilities Test (CogAT) to identify students for gifted

services. CogAT Testing is available three times throughout the school year for all students who

attend a DVUSD school starting in kindergarten. The CogAT is designed to measure a student’s

learned reasoning abilities in three areas most linked to academic success in school: Verbal,

Quantitative and Nonverbal (visual spatial) skills. Tasks such as detecting likenesses and

differences, recalling words and numbers, defining words, following directions, classifying,

establishing sequence, solving arithmetic problems, and completing analogies are included

because they have been shown to be valid measures of an individual’s ability to reason

logically.

The CogAT measures the cognitive abilities related to determining a child’s aptitude. This test

assesses children’s thinking skills (abstract thinking and reasoning) and provides an

understanding of children’s relative strengths and weaknesses in performing a variety of

reasoning tasks. All questions are presented in a multiple-choice format.

The State of Arizona mandates a student scoring in the 97th percentile in any one area –

Verbal, Quantitative, or Nonverbal (on a state approved test) qualifies for differentiated

instruction. DVUSD allows a score in the 95th or 96th percentile for provisional placement in a

Cluster model, SAGE, or SPARK program.

Matrix Identification

Title I schools in DVUSD use a matrix to identify students who have not qualified on

CogAT alone, but may benefit from gifted services. Matrix placement is provisional

(contingent upon student performance) and is only applicable at the current school.

Matrix identification places the student in a gifted cluster class and/or SPARK, but will

not transfer to another school within or outside of DVUSD boundaries.

Students identified during the fall testing session will start attending SPARK following

identification. Students identified during the winter testing session will participate if the

classroom teacher recommends it. Students identified in the spring testing session will begin

attending SPARK the following school year.

1st Quarter Placement Review- If parents, teacher, or student believe that SPARK placement

may not be beneficial to the student, they must communicate their concern prior to

Parent/Teacher conferences at the end of the first quarter. A meeting between the SPARK

teacher, homeroom teacher, home school principal, and district gifted coordinator will

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commence. This team will review each student’s academic success and challenges in the

homeroom class, discuss possible interventions to support success and will make a

recommendation about whether or not the student should continue in the SPARK program. The

team will submit a Provisional Placement Review Form to The Associate Superintendent of

Curriculum, Instruction and Assessment, who will make all final decisions about removing or

continuing placement.

Parent Initiated Withdrawal

Because of the gifted student’s need to access a higher cognitively demanding curriculum,

consideration must be given prior to any withdrawal from the program. To ensure that we are

focused on the what is best for our students, the following process will be followed:

1. Parents will complete a SPARK Withdrawal Form (Appendix C) and submit that form

directly to the student’s SPARK teacher.

2. The SPARK teacher will set up a meeting with parents, home school teacher, principal,

DVUSD gifted coordinator, and the SPARK teacher to discuss request.

3. Students will remain in the SPARK program until a decision is finalized.

4. If withdrawal is granted, the SPARK teacher will send a copy to Gifted Services at

District Office and will file the original in the student’s cumulative file.

5. If a parent wishes to reinstate their child into the SPARK program, they will need to wait

until the next school year to request reinstatement by contacting the SPARK teacher and

submitting a SPARK Student/Parent Agreement Form.

Curriculum Resources

Lessons and activities in SPARK expand upon what students learn at their home schools and

support the Arizona College and Career Readiness Standards.

● Challenge Math by Ed Zaccaro

● Ten Marks Online

● Math Olympiad

● Continental Math League

● Project Based Learning -Buck Institute of Education (BIE)

○ Integrated curricular studies

○ Based on current events and real world problems

○ Builds research skills

○ Persuasive and argumentative writing

○ Art, humanities, philosophy, and leadership skill integration

● Lego Robotics

● Scratch Coding and Hour of Code

● Genius Hour

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Attendance Policy

Students attend SPARK one full day each week. Regular attendance is important due to the

nature of the program and deadlines embedded within Project Based Learning. Participation is a

commitment and attendance is not optional. Students may not miss SPARK due to unfinished

work in the general education classroom. *As per Arizona State Revised Statute, students

identified as gifted must receive services. The SPARK program and gifted cluster classrooms,

together, provide a compatible and comprehensive gifted model. Students are expected to be

actively engaged and committed to learning and meeting the expectations in both environments.

If a student needs to miss their day in SPARK, parents must email the SPARK teacher to

excuse the absence. The SPARK teacher will follow up with parents immediately following any

unexcused absences.

Work Missed from General Education Classroom

Gifted students typically learn efficiently and need fewer exposures and less practice to master

content. Knowing this, the general education curriculum can be effectively delivered in four days

instead of five days for gifted students, allowing them one day to participate in SPARK. This

approach is known as curriculum compacting. The general education teachers will plan

appropriately, knowing that students will be gone from the class on their scheduled day.

Students will not be held responsible for work missed from the cluster classroom because

lesson planning should be differentiated around their scheduled day in SPARK. It is vital that

the general education teachers share the responsibility for differentiating the curriculum through

compacting.

Communication with Home School

The general education teacher and the SPARK teacher will communicate regularly in order to

collaboratively ensure each student’s success. As needed, teachers will contact each other by

phone, email, or in person to discuss student needs.

Initiated by the SPARK teacher, both teachers will use a communication folder that students

transport back and forth between the schools each week. The folder will include a log where

general education teachers can log important information such as missing work or concerns

about grades or behavior. The log will be considered confidential and shared between teachers

only. To keep general education teachers informed, the SPARK teacher will provide them with a

copy of parent newsletters throughout the year.

Communication with Families

Parent communication is provided through the following methods:

● Periodic newsletters that provide information regarding what students are doing in class

currently and what they may have already completed

● Website that provides schedule and general program information

● Classroom YouTube account to view student videos, presentations, and classroom

photo essays

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Math Acceleration

Schools have the option to allow students who are identified gifted in math to accelerate to the

next grade level using a “walk up”, content acceleration model. Schools should use the DVUSD

Acceleration Matrix to determine if acceleration is the right option for each individual student.

Sixth grade students will be considered for participation in online 7th grade math using the

DVUSD Acceleration Matrix. The following expectations apply to 6th graders taking online 7th

grade math:

● The eSchool online math teacher is teacher of record and will provide all curriculum,

assessments, and grades.

● The SPARK teacher will support students as needed with organization, supplemental

instruction, encouragement, and communication with the eSchool teacher and/or

parents.

● The home school will provide a quiet, supervised location and computers for students to

work on the online class during each school day for a time period that is consistent with

other 6th grade math classes.

● Parents are responsible for checking grades and monitoring progress in the eSchool

class and should support a consistent, adequate homework routine. Parents should

communicate with the eSchool and SPARK teachers as soon as any concerns arise.

● Students are expected to take an independent and active role in their own success in

this online class. They must reach out to their eSchool and SPARK teachers as soon as

they need help or clarification on class content, expectations, or other needs.

Planning Ahead for Middle School and High School

There are multiple opportunities for gifted and high achieving students in middle and high school

in DVUSD. We want to prepare SPARK parents to make informed decisions. The following

information will direct you to more resources for your child’s future beyond elementary school.

Handbooks:

Download from the DVUSD website. Click on the link below or copy it into your search bar:

http://dvusd.org/Domain/1302

● DVUSD Gifted Services Handbook (refer to the section on middle and high school)

● DVUSD High School Academic Planning Guide (APG)

DVUSD Gifted Services Website:

Visit the Gifted Services Middle and High School pages to read more.

● Middle School http://dvusd.org/Page/30528

● High School http://dvusd.org/Page/30529

Talk with your SPARK teacher about transitioning to middle school, and meet with your middle

school counselor to learn more.

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Appendix A (Page 1)

SPARK School-Parent-Student Compact

School Responsibilities

SPARK and classroom teachers and administrators will:

· Provide a guaranteed and viable curriculum that embraces students’ gifts and talents.

· Differentiate the curriculum by compacting and enriching the general education curriculum within

the regular school day in a gifted cluster classroom.

· Provide enrichment opportunities through the SPARK program that expose students to extracurricular

content and rich experiences to enhance the general education curriculum one day each week.

· Prepare gifted students for advanced opportunities in middle school, high school, college and/or career.

· Provide communication to parents and be accessible as a parent resource in collaborating toward

successful student outcomes.

Parent Responsibilities

As a parent, I will do the following to support my child’s success and potential:

· Thoroughly read and understand the SPARK Handbook.

· Be sure that my child completes homework and meets all expectations in the general education

classroom.

· Monitor my child’s grades in the general education classroom.

· Ensure that my child attends SPARK on all scheduled days.

· Participate in fall and spring Parent/Teacher Conferences at our home school and Student Led

Conferences in the SPARK classroom.

· Attend parent events hosted by SPARK.

· Communicate questions and/or concerns with the classroom or SPARK teacher immediately.

Student Responsibilities

As a SPARK student, I agree to the following commitments:

· I will maintain my grades to the best of my potential by completing all assignments and projects in my

home school and at SPARK within the expected timelines.

· I will not use my participation in SPARK as a way to make myself feel superior to others, or to make

others feel inferior to me.

· I will bring my communication folder to SPARK and back to my classroom teacher daily.

· I will give all school notices and communications to my parent or guardian the day I receive them.

· I will attend all scheduled SPARK days throughout the duration of the school year.

· I will take charge of my education by being organized, on time, and on task in all of my learning

environments now and in the future.

Please sign and date below. Return this copy to your SPARK teacher.

I have received and read the SPARK Handbook and am committed to being successful in the program.

SPARK Teacher Parent Student

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Appendix A (Page 2)

SPARK School-Parent-Student Compact

Parent Copy

School Responsibilities

SPARK and classroom teachers and administrators will:

· Provide a guaranteed and viable curriculum that embraces students’ gifts and talents.

· Differentiate the curriculum by compacting and enriching the general education curriculum within the

regular school day in a gifted cluster classroom.

· Provide enrichment opportunities through the SPARK program that expose students to extracurricular

content and rich experiences to enhance the general education curriculum one day each week.

· Prepare gifted students for advanced opportunities in middle school, high school, college and/or career.

· Provide communication to parents and be accessible as a parent resource in collaborating toward

successful student outcomes.

Parent Responsibilities

As a parent, I will do the following to support my child’s success and potential:

· Thoroughly read and understand the SPARK Handbook.

· Be sure that my child completes homework and meets all expectations in the general education

classroom.

· Monitor my child’s grades in the general education classroom.

· Ensure that my child attends SPARK on all scheduled days.

· Participate in fall and spring Parent/Teacher Conferences at our home school and Student Led

Conferences in the SPARK classroom.

· Attend parent events hosted by SPARK.

· Communicate questions and/or concerns with the classroom or SPARK teacher immediately.

Student Responsibilities

As a SPARK student, I agree to the following commitments:

· I will maintain my grades to the best of my potential by completing all assignments and projects in my

home school and at SPARK within the expected timelines.

· I will not use my participation in SPARK as a way to make myself feel superior to others, or to make others

feel inferior to me.

· I will bring my communication folder to SPARK and back to my classroom teacher daily.

· I will give all school notices and communications to my parent or guardian the day I receive them.

· I will attend all scheduled SPARK days throughout the duration of the school year.

· I will take charge of my education by being organized, on time, and on task in all of my learning

environments now and in the future.

Parent Copy: Keep for your records.

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Appendix B (page 1)

Provisional Placement Review Form

Student Name __________________________ Grade ________ School __________________

This form will be completed by the placement recommendation team including classroom and

SPARK teachers, home school principal, and DVUSD gifted services coordinator.

Cognitive Abilities Test Scores V: Q: NV:

Benchmark Pretest Score Math Benchmark: ELA Benchmark:

Other Pertinent Data

Student’s Current Grades

ELA Math Science Social Studies

Teacher Feedback of Student Performance

Classroom teacher(s) concerns:

Classroom teacher(s) successes:

SPARK teacher concerns:

SPARK teacher successes:

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Appendix B (page 2)

Team Members and Recommendations

Name/Role Signature Continue SPARK Placement?

Y N

Y N

Y N

Y N

Y N

Y N

Associate Superintendent of Curriculum, Instruction, and Assessment Decision

___________ Continue placement ___________Do not continue placement

Name ______________________________________________ Date _________________

Signature ________________________________________________

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Appendix C

SPARK Program Withdrawal

Parent Request Form

Student Name: ___________________________ ID: _________________ Grade: ________

School: ________________________________ Date: _________________

Please explain why you want your child to cease participation in SPARK. Attach

additional paper if more space is required.

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

Please sign the parent line below and submit to the SPARK teacher to complete and file

form.

Signatures required:

Parent Date SPARK Teacher Date

Classroom Teacher Date Principal Date

Effective Date: _________________

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Send copy to District Office – Gifted Services and file original in student

cumulative folder.

Appendix D

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(Created ksl 6/2015)