Exceptional Education

• Integrity: We adhere to moral and ethical principles.
• Professionalism: We will provide quality service and maintain high expectations for ourselves as well as our students and teacher.
• Accountability: We comply with all state and federal regulations that guide gifted/talented and special education programs.
• Collaboration: We foster continuous opportunities to work as collaborative partners to achieve successful outcomes for student performance.
• Passion: We believe with all sincerity that ALL children can learn and achieve with effective intervention and high expectation.

Statement of Commitment

The Sunnyside Unified School District (SUSD) commits to providing learning experiences within a culture of learning that serves the unique and exceptional needs of our gifted and talented high potential students. SUSD Gifted Education is committed to inclusiveness of its representative and diverse demographics by providing a menu of program services to support and target the needs of gifted and talented high potential students.

Philosophy & Purpose

The SUSD embraces the philosophy that SUSD stakeholders working together will provide learning experiences that serve the unique and exceptional needs of our diverse gifted and talented students to achieve their potential in order to optimize college and community preparedness and engagement on a local and global level.

SUSD understands that a diverse gifted and talented population may be best served through a variety of research and evidence-based programs which include differentiated curriculum and instruction, enrichment, and acceleration. SUSD recognizes that providing differentiated teaching and learning requires ongoing professional development with support for leadership, teachers, and staff. SUSD employs a Director of Exceptional Education, Gifted Itinerant/Pull-out Teachers, Gifted Cluster Teachers, Gifted Magnet Self-Contained Program Teachers, Middle School Honors Teachers, High School Honors and Advanced Placement™ (AP) Teachers, Gifted Coordinator, and a Gifted Administrative Assistant.

SUSD Mission Statements

SUSD Mission Statement

Our mission is to develop students with a strong sense of identity, purpose and agency, so that they leave our system as effective learners who act with purpose to achieve the conditions they desire in their own and others’ lives.

SUSD Profile of a Graduate

Sunnyside’s Profile of a Graduate provides an unparalleled level of clarity that aligns our mission, vision, and the work. This roadmap outlines five competencies, key to each student’s journey towards graduation: 1). Knowledge for Learning, 2). Knowledge for Impact, 3). Creative Confidence, 4). Critical Consciousness, and 5). Self and Systems Awareness.

SUSD Gifted Education Mission Statement

Gifted Education at SUSD provides a distinct learning environment dedicated to support gifted and talented high potential students in achieving individual excellence through intellectual, creative, artistic, and social-emotional development in order to foster on-going unique needs and ensure college, career, community, and global readiness.

SUSD Definitions & Descriptions

Gifted Education Definition

In accordance with A.R.S. § 15-779, SUSD defines gifted education “… as appropriate academic course offerings and services that are required to provide an educational program that is an integral part of the regular school day and that is commensurate with the academic abilities and potential of a gifted pupil”. SUSD Gifted Education provides a variety of research and evidence-based programs which include differentiated curriculum and instruction, enrichment/extended curriculum, flexible grouping and pacing, creativity and problem solving, interaction with other gifted students, and acceleration that provides targeted services to its diverse population of gifted and talented high potential students. SUSD Gifted Education also places a strong emphasis on social and emotional needs of students.

Definition of Gifted and Talented High Potential Students

SUSD defines gifted and talented high potential students as those children of lawful school age “who show, or have the potential for showing, an exceptional level of performance in one or more areas of expression” (National Association of Gifted Children) such as intellectual, creative, artistic, leadership, or academic fields. Gifted and talented high potential students demonstrate motivation to perform well beyond what is normally expected for students his/her age or for grade level peers.

In accordance with the Arizona State mandate for gifted education, gifted education services are offered to all students who score at or above the 97th percentile (9th stanine) on a verbal, quantitative, and/or nonverbal battery of tests included on the AZ State Board of Education list of approved Gifted Education tests.

Students in SUSD achieving in the 7th, 8th or 9th stanine score on a state approved test of ability along with subjective criteria qualify for gifted services.

Gifted Identification Process

Routine Screening & Testing Nominations

Any SUSD staff member, parent, or the student may refer a student for testing to qualify for receiving services through the SUSD Serving Unique Needs (S.U.N.) Program for Gifted and Talented. Parents may request S.U.N. testing at any time by notifying the classroom teacher or calling the S.U.N. office at (520) 545-3021. The SUSD Gifted Director and staff are available to assist parents in navigating through the testing process.

Letters are mailed to parents explaining the testing process and asking for permission to test. The permission to test form includes questions about the student’s home language. The parent letter also includes a parent observational/developmental survey and a return envelope. Parent materials are printed in both English and Spanish.

Additionally, two forms are sent to the referring teacher. The sections cover Learning Style, Motivation, and Creativity of the Renzulli-Hartman Form (long form) needs to be completed by the classroom teacher or the person (staff) who referred the student. The Teacher Recommendation Form (short form) must be completed by another adult who has worked with the student (e.g., teacher from prior school year, aide, specialist, etc.) The teacher observation documents offer the S.U.N. team an additional perspective of the student in the classroom setting. Scores are plotted onto a matrix and make up more than half of the total points given.

Identification Process

SUSD is committed to include gifted screeners and assessment tools that are accessible and unbiased for SUSD’s diverse and underrepresented student populations. SUSD offers language free nonverbal assessments such as the Woodcock Johnson IV Tests of Cognitive Abilities and the Cognitive Abilities Test (CogAt), Form 6.

In addition to the nonverbal assessments, SUSD uses the following Arizona State Board approved tests:

Tests Administered in English

• Otis-Lennon School Ability Test (OLSAT)
• Cognitive Ability Test (CogAT)
• Online Cognitive Ability Test (CogAT) grades 2 and 4

Tests Administered in Spanish

• Bateria III Woodcock-Munoz
• Online Cognitive Ability Test (CogAT) grades 2 and 4 (Only the directions are given in Spanish)

Nonverbal Assessment

• Woodcock Johnson IV Tests of Cognitive Abilities
• A WISC referrals given by the school psychologist are requested in specific cases

Grade Level Testing

Tests are administered in two to three sessions depending upon the grade level. Testing sections include a practice test given during the first session. On average, each session takes approximately fifty minutes. S.U.N. staff email classroom teachers and principals notifying them of scheduled dates and times for testing.

English and Spanish Testing

Tests can be administered in English or Spanish. Spanish testing is given in three sessions and conducted individually. Students do not need to read or write in Spanish and can answer the questions in either English or Spanish. Students tested in English are tested in small group settings.

Special Education Testing

SUSD provides accommodations for their students with disabilities specified in their 504 or IEPs Accommodation Plan. Special Education testing results may be used to qualify students for the S.U.N. program once evaluated.

Testing is offered throughout the school year with the exception of Kindergarten students. (Kindergarten students will be tested for the S.U.N. program after the first grading period). S.U.N. staff email classroom teachers and principals notifying them of scheduled dates and times for testing.

Transfer Students

New students to SUSD may qualify for the S.U.N. program if tested in other school district. Test scores of transferring students must be submitted to the S.U.N. Office for review. Test scores need to be evaluated based on the S.U.N. program criteria prior to being accepted into the S.U.N. program. The SUSD office can contact the former school district and request test scores if necessary.

The Cluster Grouping Model

Students who qualify as gifted students are “clustered” together within mainstream classrooms, rather than evenly spread out, in order to give gifted students more access to like-minded individuals. Teachers of the cluster model classroom have gifted education endorsements in order to better serve the unique needs of their students. Cluster classrooms will be at all grade levels that service gifted and talented high potential students within the school.

Itinerant/Pull-out Gifted Program

The Itinerant/Pull-out Gifted Program provides enrichment for differentiated learning experiences of depth and breadth beyond those which can be provided in regular school programs. In addition, this model implements the necessary social support and stimulation with peers of similar intellectual abilities. Enrichment services are provided on a regular scheduled basis throughout the school year.

Weekly Pull-out Service

Hours of service vary per grade level. Hours are also dependent on each school’s population and the Gifted Itinerant/Pull-out teacher’s time and availability. More time is allotted to higher grade levels. This model services 7th, 8th, and some 9th stanines qualifying students on a state approved test of ability.

Goals for the Itinerant/Pull-out Gifted Program are to enrich grade level standards and content, to access content above grade level, to challenge and meet the needs of the gifted and talented high potential student, to facilitate interest-based activities, to provide alternate differentiated materials, and to integrate cross-curricular connections. Students work collaboratively on critical thinking projects, objectives and lessons with like-minded peers.

Magnet/Self-Contained Gifted Program

Students who score at the 9th stanine on a state approved test of ability qualify for the self-contained magnet program. There is a grade 2 and 3 Magnet/Self-Contained classroom at Gallego Primary Fine Arts, and a grade 4 and 5 Magnet/Self Contained classroom at Gallego Intermediate Fine Arts. There are typically no more than 27 highly and profoundly gifted students. The curriculum is aligned with the state standards and the grade level calendar for learning but content is differentiated and more rigorous than the regular grade level classrooms. Students are given the choice to direct some of their own learning based on their interests and ability. Students are taught above-grade level material but tested and graded on grade level standards. Units are created using standards at or above grade level. Students are tested with all grade level peers on both district and state assessments.  Students’ progress reports and report cards are assessed based on grade level standards. Multiple gifted education resources, such as the use of the Icons of Depth & Complexity (Kaplan), will support the achievement of program goals. Self-contained gifted students participate in special area classes with the other grade-level classes and are included in non-academic grade-level activities.

Middle School Honors Classes and Advanced Programs

SUSD provides Honors courses at all of their middle schools, yet each school provides some unique services. All middle schools offer Honors English and Honors or Advanced Math for gifted students. Some middle schools offer Honors/Advanced Orchestra and Band including Mariachi and Jazz, Advanced Art, Robotics, STEM-Future Cities, Enrichment and Leadership strands, and We the People.

All Honors courses are designed to meet the pacing needs and rigor of the student population. Some SUSD middle schools also offer an Honors Humanities course which includes Honors ELA and Honors Social Studies. Some SUSD middle schools offer Honors science classes. Students are identified for Honors and advanced courses through a collaborative holistic approach and matrix method. Both qualitative data and quantitative data is used to inform qualification for programs. Qualitative data may include parent, feeder school teacher, and staff input regarding the student’s previous success with the gifted and talented curriculum. Quantitative data entails performance on the battery of gifted assessments, benchmark results, and state assessment results. Students are expected to not only master their grade level content standards but also have the capacity to be successful with accelerated content beyond the regular classroom curriculum.

High School Honors, Advanced Placement™ and Dual Enrollment

Honors, Advanced Placement (AP), and Dual Enrollment are available for particularly able and ambitious students. The programs stress creative and critical thinking and high levels of accomplishment.

Honors Classes and AP courses are full year commitments. SUSD encourages students to challenge themselves and enroll in rigorous courses of study including Honors or AP classes over the course of their Grade 6-12 experiences. Students are especially encouraged to pursue advanced coursework in subjects for which they demonstrate academic proficiency and/or have a strong interest.

Contact

SUN Office
Angelica Glaxiola
Administrative Assistantt
(520) 545-3021

• Autistic (A)
• Emotional Disability (ED)
• Developmental Delay (DD)
• Hearing Impairment (HI)
• Other Health Impairments (OHI)
• Specific Learning Disability (SLD)
• Intellectual Disability (MIID, MOID, SID)
• Multiple Disabilities (MD/MDSSI Severe Sensory Impairment)
• Orthopedic Impairment (OI)
• Preschool Moderate Delay (PMD)
• Preschool Severe Delay (PSD)
• Preschool Language/ Speech Delay (PLS)
• Speech/Language Impairment (SLI, PLS)
• Traumatic Brain Injury (TBI)
• Visual Impairment (VI)

According to the Arizona Department of Education, the following is a definition of categories of disabilities:

Autistic (A)

Autism refers to a child with a developmental disability that significantly affects verbal and nonverbal communication and social interaction, that is generally evident before the age of three and that adversely affects educational performance. A.R.S. § 15-762.01.

Autism is characterized by severe communication disturbances, marked impairments of social relatedness, and gross distortions of the capacity to appropriately relate to people and the environment. It includes gross distortions of nonverbal communication, language, cognition, and speech and gross distortions of developmental rates and sequences.

Emotional Disability (ED)

According to Arizona Revised Statutes (A.R.S. § 15-761.5) an emotional disability means a condition exhibiting one or more of the following characteristics over a long period of time and to a marked degree, which adversely affects educational performance:

• An inability to learn which cannot be explained by intellectual, sensory, or health factors.
• An inability to build or maintain satisfactory interpersonal relationships with peers and teachers.
• Inappropriate types of behavior or feelings under normal circumstances.
• A general pervasive mood of unhappiness or depression.
• A tendency to develop physical symptoms or fears associated with personal or school problems.

The term includes children who are schizophrenic but does not include children who are socially maladjusted unless it is determined that they are seriously emotionally disturbed.

Developmental Delay (DD)

Pursuant to Arizona Revised Statutes (A.R.S. § 15-766) a child with developmental delay must meet be between the ages of 3 and 10 and meet the following criteria:

• Demonstrate performance on a norm-referenced test that measures at least 1.5 but not more than 3.0 standard deviations below the mean for children of the same age in the following areas:
  • Cognitive development
  • Social emotional development
  • Physical development
  • Adaptive development
  • Communication

Hearing Impairment (HI)

“Deaf” means a hearing impairment that is so severe that the child is impaired in processing linguistic information through hearing, with or without amplification, which adversely affects educational performance.

Other Health Impairments (OHI)

Arizona Revised Statutes (A.R.S. § 15-761.9) states: “Other health impairments means limited strength, vitality or alertness, due to chronic or acute health problems which adversely affect a pupil’s educational performance.”

This can include:

• Heart condition
• Tuberculosis
• Rheumatic fever
• Nephritis
• Asthma
• Sickle cell anemia
• Hemophilia
• Epilepsy
• Lead poisoning
• Leukemia
• Diabetes
• Any other chronic or acute health problem

If a child with a health problem is not eligible for special education services under the Individuals with Disabilities Act, he/she may still qualify under Section 504 of the Rehabilitation Act.

If the child is not eligible under either circumstance he/she may be eligible under the district’s chronic illness policy.

Specific Learning Disability (SLD)

A Specific Learning Disability is a disorder in one of the basic psychological processes involved in understanding or in using language, spoken or written, which may manifest itself in an imperfect ability to listen, think, speak, read, write, spell, or do mathematical calculations.

The term includes such conditions as:

• Perceptual handicaps
• Brain injury
• Minimal brain dysfunction
• Dyslexia
• Developmental aphasia

The term does not include children who have learning problems as the result of visual, hearing or motor handicaps, intellectual disability, or of environmental, cultural, or economic disadvantage. A.R.S. § 15-761.32.

Intellectual Disability (MIID, MOID, SID)

Mild Intellectual Disability (MIID) means performance on standard measures of intellectual and adaptive behavior between two and three standard deviations below the mean for children the same age.

Moderate Intellectual Disability (MOID) means a performance on standard measures of intellectual and adaptive behavior between three and four standard deviations below the mean for children of the same age.

Severe Intellectual Disability (SID) means performance on standard measures of intellectual and adaptive behavior measures at least four standard deviations below the mean for children of the same age. A.R.S. § 15-761.12.

Multiple Disabilities (MD)

Multiple Disabilities means learning and development problems resulting from multiple disabilities as determined by evaluation pursuant to A.R.S. § 15-766 that cannot be provided for adequately in a program designed to meet the needs of children with less complex disabilities.

Multiple disabilities include any of the following conditions that require provision of special education and related services:

• Two or more of the following conditions: Hearing Impairment, Orthopedic Impairment, Moderate Intellectual, Disability, and Visual Impairment
• A child with a disability listed in subdivision (a) of this paragraph existing concurrently with a condition of mild intellectual disability, emotional disability or specific learning disability.

In addition, the Arizona Revised Statues Article 4, Section 15-761 states that multiple disabilities with severe sensory impairment means multiple disabilities that include at least on of the following:

• Severe visual impairment or severe hearing impairment in combination with another severe disability.
• Severe visual impairment and severe hearing impairment.

Orthopedic Impairment (OI)

An Orthopedic Impairment includes those impairments that are caused by congenital anomaly, disease, and other causes, such as amputation or cerebral palsy, and that adversely affects a child’s performance in the educational environment.

Preschool Moderate Delay (PMD)

Performance by a preschool child on a norm-referenced test that measures at least one and one-half but not more than three standard deviations below the mean for children of the same chronological age in two or more of the following areas:

• Cognitive development
• Physical development
• Communication development
• Social or emotional development
• Adaptive development

The results of the tests must be supported by information from a comprehensive developmental assessment and from parental input.

Preschool Severe Delay (PSD)

Performance by a preschool child on a norm-referenced test that measures more than three standard deviations below the mean for children of the same chronological age in one or more of the following:

• Cognitive development
• Physical development
• Communication development
• Social or emotional development
• Adaptive development

Preschool Language/ Speech Delay (PLS)

Performance by a preschool child on a norm-referenced language test that measures at least one and one half standard deviations below the mean for children of the same chronological age or whose speech, out of context, is unintelligible to a listener who is familiar with the child.

Eligibility under this category is only appropriate when a child meets evaluation criteria and is not eligible for services under other preschool categories.

Speech/Language Impairment (SLI, PLS)

Speech/ Language Impairment means a communication disorder such as stuttering, impaired articulation, a language impairment or voice impairment which adversely affect a child’s educations performance.

Arizona Revised Statutes (A.R.S. § 15-761.33) considers a child to have a speech/language impairment when the child’s language is affected “to the extent that it calls attention to itself, it interferes with communication or causes the child to be maladjusted.”

Traumatic Brain Injury (TBI)

Traumatic Brain Injury means an acquired injury to the brain that is caused by an external physical force and that results in total or partial functional disability or psychosocial impairment, or both, that adversely affects the educational performance.

The term applies to open or closed head injuries resulting in mild, moderate or severe impairments in one or more areas including cognition, language, memory, attention, reasoning, abstract thinking, problem solving, sensory, perceptual, physical functions, information processing and speech.

The term does not include brain injuries that are congenital or degenerative or brain injuries induced by birth trauma. A.R.S. § 15-761.36.

Visual Impairment (VI)

The educational definition of visual impairment is contained in Arizona Revised Statutes (A.R.S. § 15-761.37), which states: “Visual impairment means a visual impairment that interferes with the child’s performance in the educational environment”.

Referral Process

Age 5 – 22 years
The first place to begin any discussion about your child’s progress or performance in school is with the classroom teacher. Talk to the teacher to see how the child is doing, what progress has been made, what problems exist, and what suggestions you both might try in order to help the student. The school might also begin the referral process because they notice that the child is having problems in the classroom and the strategies they are using to assist the child don’t seem to be helping.

The school will probably schedule a Child Study meeting. At this meeting, a group of school staff who know your child will meet to determine if they recommend that the child be evaluated. You can attend this meeting, or provide your ideas and input to the classroom teacher who will bring that information to the meeting for you.

Your child will only be evaluated for Special Education Services with your permission in writing.

Initial Placement

Once an evaluation is complete and it is determined your child has a specific disability, you must sign a placement statement in order for your child to begin to receive special education and related services.

If you have concerns about the evaluation, an independent evaluation (IE) can be requested at no expense to the family.  Provide a written explanation of your specific concerns related to the evaluation. Contact the Exceptional Education Director at (520) 545-2096 and arrangements can be made to conduct the IE by some other school personnel or by an outside evaluator who meets the criteria.

Individualized Education Plan (IEP)

If you and the school team decide that your child needs special education services, an Individual Education Plan (IEP) will be developed. The parent or guardian are members of the IEP team and will participate in writing the plan for the student. Your child may also participate in writing the plan.

Input from Others

You may bring anyone you would like to any meeting with your child’s IEP team.  IEP teams are required to consider the information provided by any outside source. The team is not required to implement findings or follow recommendations, but should have all the information available in order to implement the best program for your child.

The IEP explains and describes:

• Your child’s current education performance
• Your child’s level of performance
• Services to be received
• Amount of time receiving services
• Goals and objectives for the upcoming year

During the IEP meeting:

• Ask and receive answers to questions.
• Clarify the educational program that is proposed.
• Discuss the Least Restrictive Environment for your child.
• Work as a team with the school staff to explore options.
• Ask for another meeting if you need more clarification
• Request a copy of the IEP document

After the IEP Meeting:

• Keep the IEP and monitor your child’s progress
• Learn about special education and your child’s disability
• Express your concerns in writing if you need clarification or help

IEP Annual Review

Each year, the process of writing and reviewing the Individualized Education Plan (IEP) is repeated. Progress made on the last IEP will be reviewed, and new goals and objectives will be set for the coming year.

Parents receive meeting notices before an IEP is going to take place and a prior written notice after the meeting to record any new changes that the IEP team has suggested. Parental input is always welcome and encouraged in implementing a child’s IEP.

Eligibility Definitions

Please see the Eligibility Definitions page

Extended School Year

Extended school year (ESY) services are special education and related services that are provided to a child with a disability beyond the normal school year, are in accordance with a child’s IEP, are provided at no cost to the parents, and are in alignment with the standards set by the state education agency (SEA). [34 C.F.R. § 300.106(b)].

“Student participation in an ESY program is not compulsory. ESY services are not required for all students with a disability.”[A.A.C R7-2-408(D)] “Eligibility for [ESY] participation shall not be based on need or desire for any of the following:

1. A day care or respite care service for students with a disability;
2. A program to maximize the academic potential of a student with a disability; and
3. A summer recreation program for students with a disability.” [Id. at Subsection (E)]

Purpose

ESY services are provided to a student when the educational benefits gained during the regular school year are significantly jeopardized by a break in service.

ESY is necessary to enable a student to benefit from instruction received during the regular school year when the lack of ESY services would thwart the goal of maintaining the meaningful progress gained during the regular school year.

Determination

ESY services are a result of an individual determination of the IEP team and focus on critical skills and are not based upon a category of disability.

While the need for ESY services is the exception rather than the rule, it is the responsibility of the IEP team to consider the need for ESY for every student.

The team must make their determination 45 calendar days before the end of the school year. The team must also plan what data will assist them in the determination and document it on the IEP.

Least Restrictive Environment

Special Classes or Schools

Students with disabilities who require special classes or separate schooling are placed in those environments only if the nature and severity of their disability is such that education in general classes with supplementary aids and services cannot be achieved satisfactorily.

The student should be provided with an education as close as possible to the child’s home and in the school he/she would attend if he/she did not have disabilities, unless the IEP requires some other arrangement.

Exiting Special Education

Parents and school personnel have the right to stop the services of a special education student. If the parent does not agree with the program or feels that their child is not progressing, they should talk to the special education staff at the school. Together they should decide if any changes can be made, if that program is the right place for the student to be, or if the parent should withdraw their agreement with the placement. It is the school’s responsibility to be sure that the student still receives a free appropriate education.

If an evaluation shows that the student is no longer eligible for services, the IEP team has the right to decide on whether to continue the student in the special education placement. If the student is exiting from special education, a phase-out or transition to regular education can be developed.

Parental Rights

Several times throughout the special education process, parent’s rights are given to parents in a procedural safeguard notice. A very short summary of these rights is provided here. For a complete copy of these rights, ask the special education teacher at your child’s school, or call the Exceptional Education Office (520-545-2096).

• Right to informed consent on evaluations and placement
• Right to be involved in all decision making
• Right to examine records
• Right to obtain an independent evaluation
• Right to Prior Written Notice
• Right to due process
• Right to appeal decisions
• Right to ‘stay put’ in child’s current placement
• Right to information on discipline procedures
• Right to voluntary mediation
• Right to notification of assigned surrogate parent
• Right to information on transfer of rights at age 18
• Responsibility to notify school of private placement

There are several ways to help resolve a dispute with any of the exceptional education decisions made regarding your child. The first is to talk to your child’s school team, which means the regular classroom teacher, the special education teacher, school psychologist, and the principal. Next, you should call the Exceptional Education Office and talk to the Program Specialist or Director ((520) 545-2096). If you have not been able to resolve the problem at the district level, then it is time to involve the Arizona Department of Education. You can file a complaint, request a mediation meeting with a neutral mediator to facilitate the process, or request a due process hearing which may involve lawyers and witnesses.