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Apache Junction schools outline expanded identification, accelerated-track steps for advanced learners
Summary
District staff described changes to how advanced and gifted learners are identified, new hybrid accelerated courses (6A/7A) designed to reach Algebra I by eighth grade, multiple data points for placement, and safety nets for students who struggle in accelerated classes.
Miss Thompson, a district staff member, told the Apache Junction Unified District Governing Board the district is broadening how it identifies and serves gifted and advanced learners, adding multiple data sources and formalized pathways for students to enter accelerated courses midstream.
Thompson said the district will stop relying on a single composite test score and instead use “a variety of sources” — including FastBridge screening, quarterly benchmarks, IXL results, last year’s AASA scores and teacher/principal review — to decide placement. “Were not just using 1 piece of data,” she said.
The district presented a sample pathway for fifth-graders: students may enter regular sixth-grade classes or a 6A advanced track. In math, the accelerated sequence is designed so students in the 6A/7A path can take Algebra I for high school credit in eighth grade. Thompson described 6A as a hybrid of sixth- and seventh-grade standards and 7A as a hybrid of seventh- and eighth-grade standards, meaning “they have 3 years of standards in 2 years.”
To identify candidates more narrowly, staff will supplement broad cognitive testing (CogAT) with subject-specific assessments such as reading- or math-specific Iowa tests. For borderline students, the district said it is offering contingent preparation options (for example, a Khan Academy “getting ready for sixth grade” module) followed by a short in-person assessment so staff can confirm readiness before placement.
The district also said it has created curricula for the junior-high advanced ELA and math courses, laid out essential standards, and will develop pacing calendars and common assessments this summer. Thompson said the team physically mapped standards into units and will revise sequences after further review.
To avoid setting students up to fail, the district will monitor performance with a four-week and a nine-week check; students who are not making progress may be moved back to general education with the opportunity to re-enter later. Thompson said the district intends to provide professional development for the many general-education teachers who work with high-level learners and to publish a gifted scope-and-sequence and parent-facing materials (testing windows, referral process, and qualifications for course acceleration) once approved.
Dr. Papalardo, named in the meeting, praised the work as a “first step” and said the district would return with updates. The board took no formal vote on the update; staff said the materials shown would be presented to stakeholders and refined over time.
Ending: Board members commended the effort. The district said it will bring another update to the board after summer work on pacing calendars and assessments is complete.
