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FORMAL MEASURES: Students must score in the Extreme Need Range in two or more areas. At least one of these areas must be in academic achievement or intellectual functioning. Other areas which may be considered include cognitive ability, and/or creativity. INFORMAL MEASURES: Students must qualify in the Extreme Need Range in one of four areas. The areas are creativity, motivation, leadership, and learning as rated by parents, or teachers, or others. CHALLENGE PHILOSOPHY Joint School District No. 2 and its Challenge Program recognize that students with identified gifts and talents may require differentiated instruction and opportunities. Facilitators, teachers, and parents work together to ensure that the educational needs of gifted and talented students are met in the regular classroom and in specialized learning settings. Challenge Joint School District No. 2 Elementary School Challenge Programs Frontier Challenge Center (208) 350-4190 Eagle Hills Elementary Challenge Center (208) 350-4085 Spalding Elementary Challenge Center (209) 321-2150 Characteristics of Giftedness Exceptional reasoning ability Intellectual curiosity Rapid learning rate Vivid imagination Complex thought process Passion for learning Insightfulness Perfectionism Excellent sense of humor Intensity Sensitivity  Giftedness is asynchronous development in which advanced cognitive abilities and heightened intensity combine to create inner experiences and awareness that are qualitatively different from the norm.  Silverman  This asynchrony increases with higher intellectual capacity. The uniqueness of the gifted renders them particularly vulnerable and requires modifications in parenting, teaching and counseling in order for them to develop optimally.  The Columbus Group What is Asynchrony?  The young gifted child may appear to be many ages at once. He may be 8 (his chronological age) when riding a bicycle, 12 when playing chess, 15 when studying algebra, 10 when collecting fossils, and 2 when asked to share something with his sister. This variability in behavior and perception is difficult for parents and schools to handle and difficult for the child as well. It is hard to  fit in consistently when so much of the child s environment is structured by chronological age, an age which may be for the gifted child the least relevant aspect of his development.  Tolan H1H1D "$h ,9"D "0(H1||d talented students are met in the regular classroom and in speci0<\<rH`r Zl DLj(>Rjv``````<`````<0,,,,,,,,,,,,,,,,,, 0$"" 04"vX"B" " "|" 04"vW"""H" " "|" 04"vW"""X""w0w0P" . 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