Digital Learning Center for the Gifted
For middle school students
Located at Sunrise Middle School, 4960 E. Acoma Dr., Scottsdale
Program Objective. A project-based learning environment that embodies 21st century learning through ubiquitous
technology, featuring literature integration within the content area. The program, based on innovative instructional practices
for authentic learning, incorporates and features:
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Teaching that is student centered with the instructor acting as a resource and guide.
Integration of core academic coursework & standards through thematic relationships and dichotomies
Inquiry and project-based learning for exploring themes
Extensive collaboration for student produced outcomes
A global perspective that cultivates 21st century learners
Curriculum & Instruction. Course content is based on major thematic elements found in the Arizona State and Common
Core Standards in Social Studies, Science, and Reading for seventh grade and eighth grade, as well as national standards
endorsed by the NCSS, NSTA, ISTE, and NCTE. By featuring thematic elements, the content encompasses multiple
subjects simultaneously.
The Seventh Grade Year
The 7th grade component of the DLC is an integration of social studies, science, and literature using the themes of conflict,
community, justice, and wealth. The year starts off with a look at our current world, its events, economy, and technology and
then jumps back to the industrial revolution to see this world in its infancy. As we progress forward through history, the use of
thematic elements continually ties the modern day student to events of the past so that their relevance to current affairs is
highlighted. All of the materials are open-sourced, so we do not use a published textbook. The lessons and activities are
based on national and state standards, and utilize primary source documents associated with the events studied. The
ubiquitous use of technology tools and applications with performance-based assessments allows the program to be
differentiated to the individual needs and interests of the students.
7th grade units of study
Modern Me: While learning to use some common technology and media production tools, students take a look at our
modern world, its cultures, economies, and technologies and what it means to be a responsible digital-age citizen. In
conjunction students will build on their exploration of the modern world by using the scientific inquiry process to observe,
question, and hypothesize about the world around them.
Literature connection could include: The World is Flat 3.0 (Friedman), Fahrenheit 451 (Bradbury), and The Hunger Games
(Collins)
Parks and Industrialization: This unit explores the Industrial Revolution, its technologies, and its impact on the world that
continues to be felt today. In science, students will evaluate the available natural resources utilized during the Industrial
Revolution and analyze the change in these resources through geologic and real time.
Literature connections could include: Breaker Boys and selections from Edgar Allan Poe (The Tell-Tale Heart, The Raven,
Murders in the Rue Morgue, and Fall of the House of Usher) and Sir Arthur Conan Doyle (The Red Headed League, A
Scandal in Bohemia, The Speckled Band, The Adventure of the Blanched Soldier, and The Five Orange Pips)
(Seven) Sisters Sister: Students explore the time period immediately before the American Civil War through the
Reconstruction period, and examine how this event shaped our national identity that still affects our national and
international relationships. Utilizing the events that shaped our national identity, students will identify the scientific principles
of astronomy that played a key role in the Civil War while developing conceptual relationships between our events and those
of our solar system.
Literature connections could include: The Red Badge of Courage (Crane) and The Tempest (Shakespeare)
Boy Meets World: Having seemingly recovered from the Civil War, our young, idealistic nation finds itself entangled in the
first world war and struggling to deal with international affairs, epidemic disease, and another technological boom that had
both life-saving and life-ending effects. Building on the concept of international connectivity and struggle, student’s study of
the Earth’s process will mirror the key ideas of social studies. Serving as a metaphor students will explore the
interconnectivity of the Earth through plate tectonics and the naturally divisive nature of the Earth’s processes (volcanoes
and earthquakes).
Literature connections could include: All Quiet on the Western Front (Remarque)
Who Wants to Be a Millionaire: This unit showcases a time when the United States saw tremendous growth in economics,
art, education, and politics that were swallowed in the greatest economic depression the world had seen since the Dark
Ages. Parallels to modern economic situations will be drawn. Through science, students will evaluate the ecology of North
America and the interrelated concepts of erosion and deposition. Parallels to the Roaring Twenties, the Great Depression,
and modern economic situations will be explored through the metaphor of carrying capacities and limiting factors.
Literature connections could include: The Red Pony (Steinbeck), The Outsiders (Hinton), and selections from Riding the
Rails (Uys)
The Eighth Grade Year
Curriculum and instruction in the 8th grade year follow many of the same elements of the 7th grade platform with a few
differences. This class is a blend of science, social studies, and literature. The curriculum is still standards-based, opensourced, and block-scheduled, but also focuses on applied knowledge and skills through labs, projects, and traditional
assessments. More traditional forms of summative assessments are used to monitor student progress toward meeting
standardized testing requirements of the state. Additionally, thematic elements are slightly modified into “unifying principles”
which use common and important science and mathematical principles to develop thinking and problem-solving approaches
as practiced by modern scientists. These unifying principles will gradually build upon each other, so that at the end of the
year, the students will be fluently applying them simultaneously to their projects and labs.
8th grade units of study
I Love Science: Students explore the idea that science is a process for generating knowledge. They define what makes
"good science" by examining discrepant events, reasonable doubt, reasonable suspicion, and classic scientific case studies.
Unifying principle: Evidence, models, and explanations.
Literature connection: Current scientific publications and peer-reviewed articles and papers. Literature connections could
include: Twelve Angry Men (Rose), Seven Samurai (Kurosawa)
S.H.I.E.L.D. Agents of the DLC: This unit evaluates the plausibility of physics applied to today’s modern heroes. In science
the combination of Newton’s Laws of Motion, Energy, and Simple Machines through the unifying principles of change,
constancy, & measurement, students analyze various artistic representations of heroes and make recommendations utilizing
the laws of physics. Through social studies, students engage in an depth exploration of the American Revolution, applying
the laws of physics to 18th century warfare. In addition, through analyzing war and the guiding principles of the constitution,
students connect back to the idea of heroism and what makes a hero.
Literature connections could include: The Physics of Superheroes (Kakalios), Avengers Assemble, Selections from Edgar
Allan Poe including: The Black Cat, The Masque of Red Death, The Pit and The Pendulum
How I Met Your Monster: In science students will examine the lengths to which science can ethically be pushed, evaluating
the connections between physics and chemistry leading to biology. Students will experiment with the idea that matter has
observable properties that allow us to categorize and predict its reactions and uses. Through social studies, students explore
World War II, utilizing the elements of physics and chemistry as a foundation, students explore the war itself and the creation
of the atomic bomb. Connecting to the literary theme of ethics and monsters, students explore the decisions made of both
the Axis and the Allied Powers.
Literature connections could include: Frankenstein (Shelley), Macbeth (Shakespeare), Shakespearean Survey, The
Illustrated Man (Bradbury), Something Wicked This Way Comes (Bradbury),The Rime of the Ancient Mariner (Coleridge)
Phoenix Hope: Picking up where How I Met Your Monster left off, students will learn the basics of genetic heredity and how
genetic traits evolve through subsequent generations. The unifying principles of evolution and equilibrium will bring together
the concepts explored in the physical sciences and biological sciences. In social studies, students will explore the natural
transition of the world, and explore the political aftermath of World War II. Through this study of the Cold War, a focus will be
placed on the politics of the time period.
Literature connections could include: Genome (Ridley), Flowers for Algernon (Keyes), Dracula (Stoker), Animal Farm
(Orwell)
Seretis’ Island: Students will discover how the structure and behavior of living organisms adapt to constantly changing
environments. Students will unify their learning through the principles of form and function. In social studies, the exploration
of the Cold War continues, shifting from a political focus to economic. Utilizing the principles of adaptation, the principles of
economics and their impact on politics is explore.
Literature connections could include: Lord of the Flies (Golding), The Origin of the Species (Darwin), Dr. Jekyll and Mr. Hyde
(Stevenson)
Phoenix 9-9: All of the scientific principles come together as students examine how humans both impact, and are impacted
by, their environment in a comprehensive forensics project. In conjunction, utilizing US and world history, students consider
how the events studied throughout the seventh and eighth grade year have shaped our place in the modern world.
Literature connections could include: Current scientific publications, peer-reviewed articles, papers, and presentations and
The Hound of the Baskervilles (Doyle).
Components of the DLC
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Digital Learning Center: Literature, Social Studies and Science
Writing class — The Honors Writing teacher works exclusively with the students in the DLC and collaborates with
the DLC teachers to support project-based learning with a unified team approach.
Math class — MS or HS math placement (based on previous math placement)
Depending upon the student's schedule, elective options could include the following (some options not available in
seventh grade):
o Foreign Language — Spanish and Mandarin
o Fine Arts — chorus, band, strings, art, or drama
o Physical Education
o Yearbook
o GenYes
o Student Aide
o Culinary
o Computer Applications
Sample Student Schedule
(These periods are just for example purposes, and do not reflect the actual nature of the Sunrise Schedule)
1
7th DLC Block: Social Studies
2
7th DLC Block: Literature
3
7th DLC Block: Science
4
Elective 1
5
Lunch
6
Elective 2
7
Math
8
DLC Writing
1
8th DLC Block: Science
2
8th DLC Block: Literature
3
8th DLC Block: Social Studies
4
Elective 1
5
Elective 2
6
Lunch
7
DLC Writing
8
Math
Student Colloquia. Students planning to participate in the program (during the next academic school year) take part in
student workshops held in the spring of the year preceding entry. Objectives of colloquia:
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Prepare students for project-based learning
Familiarize students with technology used in the center
Introduce students to open source curriculum and social dimensions of technology
Learn the fundamentals of collaborative learning
This approach minimizes the use of valuable class time for orientation. Colloquium topics range from a program overview to
project-based learning and time management strategies for students to prepare students for this unique learning experience.
Colloquia facilitators include, but are not limited to, teaching staff and program administrators.
Application & Admission Process
Applications may be sent to the PV Schools Gifted Education Dept. by e-mail, fax, U.S. mail, or hand delivered. All
applications are evaluated monthly in a blind review process. Parents are notified of admittance status by mail.
Minimum Requirements. Gifted qualification at:
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Gifted qualification at 97+ percentile in two areas: verbal, quantitative or non-verbal;
Gifted qualification at 97+ percentile in one area, AND 90+ percentile in the other two areas;
IQ of 135 or higher
PLUS – Meets or Exceeds on AIMS in Reading, Writing and Math in the previous year's testing
Students will be expected to be self-directed and self-motivated learners; have a desire to investigate social and educational
dimensions of information technology; and be interested in information technology and digital learning processes.
Application Process
APPLICATION PROCEDURES
The new application will take effect on March 22, 2011. Applications received by the Gifted Ed. Department on or before
March 21, 2011 have been accepted and date stamped. Those applying after March 21st will use the new forms and
process.
Application Process
Beginning March 22, 2011, admittance into the Digital Learning Center will no longer be approved on a first-come basis. A
four-member review team from each school will evaluate applications. Review team members will include: the director of
Gifted Education, the building principal, and the two DLC teachers.
Applications will be evaluated using a ‘blind’ review process; no student names will be considered. The Gifted Ed.
Department administrative assistant will code applications using numbers to eliminate possible bias. Applications will be
evaluated using rubrics created for the different components of the application (test scores, teacher recommendation, etc.).
We will schedule monthly application reviews for any open spots when there is space available in either DLC class for the
current/upcoming school year.
After school starts in the fall, registration for the next school year will open on a specified date in early fall (i.e., in September
XX, 2011 we will begin accepting applications for school year 2012-13).
Application review for the next school year will occur early November. A second application review date will be scheduled
for early February (for the grade levels that were not filled in the November review).
As of school year 2011-12, the Gifted Ed. Department will no longer “roll-over” names on the waiting list from one year to the
next. A wait list for each school year will be limited to three names per class, in the event that vacancies occur during the
school year. The wait list will be expunged on May 1st of each school year. Those currently on the waiting list will remain on
the waiting list until May 2012.
At the end of each school year, students in the program will automatically move to the next grade. Students not already
participating in the program must complete a new application each school year.
Test Records
Placement preference will be given to qualifying scores coming from one test administration. Qualifying scores may come
from a maximum of two test administrations.
Teacher Recommendation Form
The Teacher Recommendation Form must be submitted by the student’s current, or most recent, teacher. The
recommending teacher must send the form directly to the Gifted Education Department. Teacher Recommendation Forms
submitted by the parent are considered void.
Student contract and probationary period
Beginning in the 2011-12 school year, the first year placement for all students in the Digital Learning Center is considered a
probationary period.* Upon entering the program, students will sign a contract agreeing to specific criteria including:
academic achievement, conduct, and work habits. (Please see the application for more details.) Specifics describing
benchmarks and possible interventions will be described on the contract. (Implementing use of contracts helps assure
parents that their children will be provided an environment most conducive to learning.)
Prior to making the recommendation to exit a student from the program, two meetings between parents, teacher, and
principal (if needed) will be held. Steps will be outlined defining responsibilities of the student and the teacher at each
meeting. Teachers will maintain dated records of parent communication for any student under consideration for withdrawal
from the program. (An alternative placement in another PVUSD gifted program will be recommended.)
Gifted Education Services
nd
15002 North 32 Street
Phoenix, AZ 85032
Phone: 602-449-2113
Fax: 602-449-2163
Pvschools.net/gifted
2014-15 Application
Digital Learning Center for Highly Gifted Middle School Students
Located at Sunrise Middle School
Criteria for Admittance into the Digital Learning Center (four ways to qualify):
1. Gifted qualification at 97%ile+ in two areas: verbal, quantitative or non-verbal;
2. Gifted qualification at 97%ile+ in one area, AND 90%ile+ in the other two areas;
3. Gifted qualification at 97%ile+ in one area, AND 90%ile+ in one other area PLUS a principal recommendation
4. IQ of 135 or higher;
PLUS meets or exceeds in AIMS in Reading, Writing and Math in 2012-13
Students are expected to:
• Be self-directed and self-motivated learners
• Have a desire to investigate social and educational dimensions of information technology
• Embrace information technology and digital learning processes
Student’s Name: ______________________________________________________________________________________
Last
First
Middle
School presently attending: _______________________________________________________
Current grade: _______
Gender: Male _____
Present age: _________
Female _____
Date of birth: _______________________________
Parent’s Name(s): ____________________________________________________________________________________
Last
First
Address: ___________________________________________________________________________________________
Street
City
State
Zip
Parent’s email(s): __________________________________________
Indicate grade level you are applying for:
7th Gr. ________
Phone: ________________________________
8th Gr. ________
Do you live within the boundaries of the Paradise Valley Unified School District? Yes______
No______
Previous school attended (name and location): ______________________________________________________________
____________________________________________________________________________________________________
Does your child currently have a 504 Plan or an IEP? Yes_____ No_____
Has your child had a 504 Plan or an IEP in the past?
Yes_____ No_____
The following must be attached to this application (Only complete application packets will be considered.):
1. Completed Self-evaluation Form (See attached.)
2. Copy of gifted test scores
______ My child was tested for gifted services in PVUSD; therefore, the scores are on file in the office.
______ My child was privately tested or tested in another district. Gifted test scores are included in this application
packet.
3. Copy of AIMS. If AIMS scores are unavailable, please submit alternative standardized achievement test results
(such as SAT, ACT, WIAT, etc.).
4. Copy of your child’s most recent report card
______ I have given the Teacher Recommendation Form that is included in this application packet to my child’s
classroom teacher for completion. (Teacher Recommendation Forms must be sent directly from the teacher
to the Gifted Department Office.)
2014-15 DLC Application Form – Revised 1/31/14
Page 1 of 2
PARENT ATTESTATION
PVUSD offers a range of gifted services to match the various needs of the District’s Gifted students. The Digital Learning
Center is designed for self-directed, self-motivated, highly gifted students who embrace information technology and digital
learning processes.
All students entering this highly specialized program will be placed on probationary status for their first year in the program
to ensure that an appropriate placement has been made. ____________
Initial
I believe that the information contained in this application is accurate. I understand that misrepresentation of any information
in this application may result in the invalidation of this application and the program placement decision.
__________________________________________________________
Child’s Name (Please Print)
__________________________________________________________
Signature (Parent/Guardian)
____________________________________
Date
2014-15 DLC Application Form – Revised 1/31/14
Page 2 of 2
Gifted Education Services
nd
15002 North 32 Street
Phoenix, AZ 85032
Phone: 602-449-2113
Fax: 602-449-2163
Pvschools.net/gifted
2014-15 Student Self-evaluation Form
Digital Learning Center for Highly Gifted Middle School Students
Student name:
______________________________________________________________________
(First)
(Last)
Self Rating
Please circle one response for each statement.
I demonstrate respect for other people.
Not often
Sometimes
Often
I get along with other students.
Not often
Sometimes
Often
I enjoy learning.
Not often
Sometimes
Often
I take responsibility for myself.
Not often
Sometimes
Often
I follow directions in class.
Not often
Sometimes
Often
I enjoy working on projects.
Not often
Sometimes
Often
I like to learn as much as possible
about topics I find interesting.
Not often
Sometimes
Often
Student Statement
List the last two books you’ve read:
1. __________________________________________________________________________________
2. __________________________________________________________________________________
What is your favorite topic at this time? ___________________________________________________
____________________________________________________________________________________
On another piece of paper answer the following:
• What do you think is the purpose of the Digital Learning Center and why would you like to be
part of the program?
• Briefly describe your ideal learning experience at school.
Gifted Education Services
nd
15002 North 32 Street
Phoenix, AZ 85032
Phone: 602-449-2113
Fax: 602-449-2163
PVschools.net/gifted
Do not return completed form to parent –
Please mail or fax directly to the Gifted Office
Teacher Recommendation Form for 2014-15 School Year
Digital Learning Center for the Highly Gifted Middle School Students
Student Name: _______________________________________________________________________
Current school: _______________________________________________________________________
Teacher name: _______________________________
Current or most recent teacher? __Yes ___No
Please check any that apply. Student currently has: ____504
____IEP
____ELL status
Teacher Rating
Please circle the appropriate number
Student Attributes
Behavior
1………………………... 2………………………... 3………………………..4
Behaviorally
challenged
Communication
1………………………... 2………………………... 3………………………..4
Unclear
Maturity level
Pleasant
1………………………... 2………………………... 3………………………..4
Weak
Written expression
Very mature
1………………………... 2………………………... 3………………………..4
Difficult
Work ethic
Clear expression
1………………………... 2………………………... 3………………………..4
Very immature
Personality
Generally well
behaved
Strong
1………………………... 2………………………... 3………………………..4
Illegible
Highly
legible
2014-15 DLC Application - Teacher Recommendation
Page 1 of 2
Learning Behaviors
Cooperative with others 1………………………... 2………………………... 3………………………..4
Has challenges
Working w/others
Creativity
Works well
with others
1………………………... 2………………………... 3………………………..4
Concrete
thinker
Follows directions
Abstract
thinker
1………………………... 2………………………... 3………………………..4
Needs considerable
redirection
Goal Setting
Takes direction
from teacher
1………………………... 2………………………... 3………………………..4
Shows little
motivation
Independent worker
Has high selfexpectations
1………………………... 2………………………... 3………………………..4
Unable to
work alone
Metacognition
Works well
alone
1………………………... 2………………………... 3………………………..4
Unable to
self-reflect
Pace
Recognizes own strengths
& weaknesses
1………………………... 2………………………... 3………………………..4
Struggles to
complete work
Problem solving
Completes information
quickly
1………………………... 2………………………... 3………………………..4
Unable to
problem solve
Self-directed
Applies rational
decision-making
1………………………... 2………………………... 3………………………..4
Requires significant
direction
Pursues own
ideas
Teacher Comment
Briefly describe this student’s learning characteristics.
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
May we contact you if we need further information about this applicant? ____Yes
Telephone number _______________________________
____No
Email____________________________
________________________________________________________
Signature
________________________
Date
Thank you for your assistance in helping us select the most highly qualified students for this program.
2014-15 DLC Application - Teacher Recommendation
Page 2 of 2
Gifted Education Services
nd
15002 North 32 Street
Phoenix, AZ 85032
Phone: 602-449-2113
Fax: 602-449-2163
Pvschools.net/gifted
The Digital Learning Center for the Gifted
2014-15 Student Contract & Code of Conduct
The Digital Learning Center for the Gifted (DLC) is a community of learners committed to maintaining
an environment that encourages academic and personal growth. In order to develop and guide student
success and maintain the high expectations and integrity of the DLC, a student contract with a code of
conduct has been developed. This Code of Conduct promotes behaviors that lead to success in this
highly collaborative and self-directed learning environment.
I understand that members of the DLC are expected to act in accordance with all policies of the Paradise
Valley School District, Sunrise Middle School, and the DLC Code of Conduct. As a member of this
community, it is my responsibility to maintain high standards and expectations for myself with others
who share this community.
The four components described here establish the guidelines that determine my eligibility to be a
member of the learning community in the DLC. As a student in the DLC, I am committed to meet the
expectations of the program and understand that my continuation in the program will be determined
based on the following criteria:
I. Academic Achievement
a. I will maintain a 3.0 GPA within my Digital Learning Center classes.
b. I will maintain passing grades in my all classes outside of the Digital Learning Center
classes.
II. Personal Conduct
a. I will demonstrate ethical use of technology.
b. I will demonstrate appropriate safety regulations.
III. Interpersonal Communication
a. I will consistently contribute to collaborative tasks during face-to-face and digital
interactions.
b. I will demonstrate appropriate digital citizenship.
c. I will approach the teacher with concerns and/or questions within a reasonable time frame
if/when an issue arises.
IV. Attendance and Work Ethic
a. I will maintain a reasonable attendance record.
b. I will produce quality work and utilize time productively.
Page 1 of 2
2014-15 DLC Application - Student Contract and Code of Conduct
I agree, that if my conduct is not in accordance with the above criteria, then the following interventions
will occur:
1. First Meeting – Teacher, student, and parent(s) will meet to set student goals. Documented goals
will include specific timelines and steps I am expected to make, and interventions the teacher
will make. (No additional work from the teacher will be assigned during this time period.)
2. Second Meeting – Teacher, student, and parent(s) will meet to evaluate progress and re-evaluate
student goals.
3. Probationary Period – Written notification of probationary status will document specific criteria
that need to occur for continuation in the program.
4. Exit from the program. In this case, an alternative placement in another PVUSD gifted program
will be recommended.
______________________________________
Student Name (Please Print)
______________________________________
Student signature
______________________________________
Parent signature
______________________________________
Teacher signature
______________________________________
Date
Page 2 of 2
2014-15 DLC Application - Student Contract and Code of Conduct