The J.O. Combs Unified School District is dedicated to identifying and delivering specialized instruction for students eligible for the gifted program. To meet these needs, two distinct models are employed:
Gifted Cluster Model (Elementary): In this method, students who have been identified as gifted are grouped into classrooms led by teachers selected by their school principals, all of whom have undergone specialized training. These designated Gifted Cluster teachers possess the skills to customize their teaching to cater to the distinctive requirements of gifted learners. Within this framework, gifted students receive tailored curriculum and daily instruction across all subject areas.
Schoolwide Cluster Grouping Model (Secondary): Under this model, gifted students are intentionally grouped within mixed-ability classrooms at every grade level. Teachers leading these classrooms have undergone training to effectively understand, plan for, and instruct gifted students. Multiple clusters may be established if there are more than eight gifted students at a particular grade level. Meanwhile, high-average students are placed in classrooms without gifted clusters to create a balanced mix of abilities and achievement levels across the grade level. Importantly, this approach does not function as a tracking system, as all classrooms maintain a slightly narrowed range of performance and abilities. The formation of classroom compositions serves two primary objectives: achieving balance throughout the grade level and reducing the learning range within any given classroom. This system empowers teachers to better address the diverse needs of all their students.
Gifted cluster teachers plan appropriately challenging instruction for their gifted students. This may involve acceleration, enrichment, and various extended learning opportunities targeted to develop the following skills through learning in the content areas:
- Logical thinking
- Reasoning skills
- Critical and creative thinking
- Problem-solving
Gifted students receive instruction that is differentiated in content, process, product, learning environment and assessment:
- Content — Complex, abstract ideas presented in a variety of disciplines, including interdisciplinary curriculum.
- Process — Higher-level thinking through Bloom’s Taxonomy and the Multiple Intelligences.
- Products — Alternative methods of demonstrating mastery with a range of complexity.
- Learning environment — Student-centered, flexible grouping based on readiness, interests, and abilities.
- Assessments — Pre-assessment and testing out-of-grade level curriculum.
Identification of Gifted Students
The J.O. Combs Unified School District uses the Cognitive Abilities Test, which is approved by the Arizona Department of Education, for identification of gifted students. It is an abilities test measuring a child’s ability to reason in three different areas. Reasoning abilities have substantial correlations with learning and problem solving, both in and out of school. Each level of CogAT offers three test batteries: Verbal (reading), Quantitative (math), and Nonverbal (spatial). Having multiple measures in each domain greatly increases the dependability of the score profile that is reported for each student. To qualify as gifted, a student must score at the 95th percentile or above on at least one of these test batteries. Students currently enrolled in grades K-6th can be tested at their school site by parent request.
Testing Dates
February 17, 2026 to February 27, 2026 for All Grades
Permission Forms need to be completed by Wednesday, February 11, 2026.
Gifted Testing Referral and Permission for Kinder-12th Grade to take the Cognitive Abilities Test (CogAT)
