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District says gifted-identification nearly doubled after new testing approach
Summary
Littleton Elementary School District staff reported expanded gifted testing and identification across three quarters, identifying 59 new students after targeted AASA- and CogAT-based screening and planning to universal-screen 685 second-graders.
Dr. Ladet, the district’s gifted-program lead, told the Littleton Elementary School District governing board that an expanded, multi-quarter testing strategy has substantially increased the number of students identified for gifted services. "As you can see, we almost doubled our student numbers," Dr. Ladet said, summarizing identification results from three testing rounds.
The update, presented as an informational item, traced the district’s approach: using Arizona Academic Standards Assessment (AASA) results to screen candidates, targeted follow-up testing for teacher- and parent-recommended students and a planned CogAT universal screener for all second graders. The presenters reported identification counts of 11 students from the first round (September), 29 from a second round (November), and 19 from a third round conducted in late January–early February, and said they will screen 685 second-graders with the CogAT.
The district’s leaders framed the work as both a compliance and inclusion effort. Dr. Ladet referenced Arizona Revised Statute 15-779 while describing the role of universal screeners and noted the district had trained teachers to recognize gifted characteristics before recommendations were solicited. Presenters said expanded screening and staff training helped identify students who previously had been missed.
Board members pressed for procedural details. Member Stahler asked the presenters to clarify "flex gifted," and staff explained that flex students are those who scored just below CogAT cutoffs and who receive specialist-led supports. Member Sosinik asked about parent-survey response rates for a proposed summer program; Dr. Ladet reported 28 online responses out of 191 surveys sent as of that morning and said paper returns had not yet been tallied.
Administrators said the program’s growth will affect staffing: because of the increase in identified students, the district plans to have four dedicated gifted teachers for the eight schools in 2026–27 and to continue collaborating with Tolleson Union High School District for advanced-content opportunities.
The presentation concluded as informational only; no policy change or formal action was taken at the meeting. Board members requested continued updates on screening returns, summer-program interest and outreach efforts to improve parent response rates.
