REACH Program Mission The mission of the Amphitheater REACH program is to address the strengths and needs of gifted students. The Amphitheater Public Schools' REACH program serves students gifted in verbal, quantitative, or non-verbal areas. As the students' developmental needs change, the services differ. In general, the program offerings at the various levels are: Elementary: Students receive direct services from the REACH staff at their home school. Thematic units of study and/or special interest courses are utilized to develop advanced skill in critical thinking, problem solving, and independent learning. REACH Teachers consult with teachers to extend student learning in the regular classroom. Middle School: Gifted students are offered choices through the gifted program which may include REACH sessions, "instead of" classes, academic challenges, and independent studies. Eighth grade students are eligible for career shadowing. High School REACH students at the high school level receive services which include class placement in AP courses, college planning and recommendation services, resume development, academic challenge opportunities, and scholarship services. Internships, career shadowing, seminars, and independent studies are also available. The REACH program serves the students at each site as necessary to meet the individual needs of the students in that particular community. For specific information regarding program services for a particular school, please contact the REACH staff member at the school site or call the REACH office at 696-5189. Needs of the Gifted Gifted Students need to..... Self evaluate their characteristics, skills and abilities and apply the synthesis of their information to the completion of products and making of decisions about their education. Work cooperatively with their academic, artistic and other peers with similar interests in order to enhance their giftedness, understand themselves, and seek challenges. Find community connections through mentorship, career shadowing, guest speakers, seminars, field experiences, etc. which will assist them in future planning, expansion of experiences, and goal setting. Take advantage of curriculum that is engaging, challenging, and allows for continual growth so that student products are of the highest quality. Demonstrate advanced skills in problem solving, critical thinking, and independent learning strategies. Discuss their feelings and attitudes regarding their talents and connect their abilities to present and future productivity and satisfaction. Beliefs The concept of giftedness is valid and consistent with our belief that all students have equal worth. Giftedness occurs in various forms. Gifted education is essential because giftedness creates unique educational needs. All students must be prepared to make the best of their abilities in life. Gifted students have the right to acknowledge, accept and enjoy their abilities and limitations. Gifted students require support and understanding from peers, staff, parents and community members; therefore communication is vital. The optimum learning environment for gifted students is flexible and encourages continuing growth. Gifted education can be a catalyst for nontraditional approaches to teaching and learning for all students. Gifted children/young adults are first and foremost children/young adults. Giftedness is not limited by gender, ethnicity, language, or socio-economic condition. Criteria for Eligibility The REACH program serves any student receiving a score in the 97th percentile or above on a state approved abilities test. The REACH program administers testing for students three times per year according to state law. Generally, the testing times are August/September, January and April/May of each school year. The standardized abilities tests administered by the Amphitheater district are: Cognitive Abilities Test (verbal and quantitative) Raven's Progressive Matrices (non-verbal) Additional testing may be possible through certified psychologists or through pilot programs for special populations. As of the spring of 1994, the University of Arizona and Amphitheater District are engaged in the development of a new strategy for assessing students for gifted programs. This is a pilot study offered only in target schools. Referrals Students may be referred for testing by teachers, a parent, other students, psychologists, or they may refer themselves. Referral forms are available at each school site. All students who are referred are tested unless they have taken the same exam within the last two years. For more information If you are interested in finding out more about the REACH program please contact: REACH Amphitheater Public Schools 701 W. Wetmore Tucson, AZ 85705 (520)696-5190 Suggested Readings Adderholdt-Elliot, Miriam. Perfectionism. Free Spirit Publishing, 1987. Clark, Barbara. Growing up Gifted Elkind, David. The Hurried Child Galbraith, Judy and Delisle, James. The Gifted Kids Survival Guideand the Gifted Kids Survival Guide II Hipp, Earl. Fighting Invisible Tigers. Free Spirit Publishing, 1985 Kerr, Barbara. Smart Girls, Gifted Women Walker, Sally. The Survival Guide for Parents of Gifted Kids.Free Spirit Publishing, 1991. Go to the Top of this page Back to Educational Services and Departments(image) Back to Educational Services and Departments(text) Return to Amphitheater Home Page(image) Return to Amphitheater Home Page(text)