Renaissance Program Overview

1. Acquire a solid foundation in the content areas of mathematics, language and communication arts, social studies, and science.
2. Work at an advanced level within these content areas 1-2 years above grade level.
3. Produce work within these areas that reflect individuality and creativity at a level that is advanced in relation to other students of the same grade.
4. Use technology as productivity, creativity, communication, and collaboration tool. (International Society for Technology in Education Standards)

1. Problem-solve; think creatively, critically, and logically; and make connections between ideas.
2. Acquire the knowledge and skills of learning and organizing.
3. Acquire advanced research skills to gather, analyze, and apply information and ideas.
4. Acquire the knowledge and skills to communicate effectively both within and beyond the classroom.
5. Acquire the knowledge and skills to make decisions and act as a responsible member of a community. 

Students who tend to be the most successful in our Renaissance Academies tend to be:

• Intense and inquisitive learners
• Analytical thinkers
• Creative problem-solvers
• Highly motivated

Renaissance Highly Gifted Academies are designed for high-achieving, highly gifted students. As a specialized program that attempts to meet the learning needs of a small and specific group of gifted students, the DVUSD strives to ensure that the most appropriate placements are made based on student need and appropriateness of acceleration.

Student Expectations:

• Respect the learning and growth of other students.
• Have a healthy attitude toward competitiveness.
• Challenge myself (without being overly critical of myself and others).
• Support and encourage classmates.
• Respect/ appreciate teachers and parents
• Have an open mind about new experiences
• Understand that mistakes are a part of learning (don't be too critical of myself and others).
• Be proud of doing my personal best.
• Recognize the accelerated and challenging nature of the program and take responsibility for my own learning.
• Have FUN within the learning process.

arent/ Guardian Expectations:

• Respectful/ Proactive Communication
  • Share general questions and concerns with the classroom teacher.
  • Address campus needs and concerns with the building principal.
  • Communicate with DVUSD Gifted Services Department with questions and concerns related to Renaissance Programming.
• Recognition of Renaissance Educators as:
  • Student-Centered;
  • Highly Qualified; and
  • Gifted Endorsed Professionals (*or actively working toward achieving).
• Embrace Growth Mindset
  • Learning is an active process that requires partnership between home and school.
  • Failure is an essential part of learning.
  • Allow students to make mistakes, face challenges, and overcome the obstacles.

A commitment form specifying the participation criteria of this program has been developed with the goal of establishing a learning environment that leads to success in this highly advanced and accelerated program.  Students and parents sign the commitment form annually to ensure thoughtful communication and understanding of program expectations.  Components described below establish the guidelines that determine students' eligibility to participate in Renaissance Highly Gifted Academies. 

I. Academic Achievement – Renaissance provides a highly specialized, learning environment that is tailored to meet the academic needs of students 1-2 years above grade level.  Students participating in the program should demonstrate appropriate academic progress that is commensurate with student potential and is reflective of teachers’ expectations.

II. Personal Conduct – Renaissance teachers are trained to meet the affective needs of highly gifted learners.  Teachers will employ a variety of strategies to nurture students’ fullest potential.  At the same time, students participating in a Renaissance Program are expected to demonstrate ethical use of technology and maintain respectful behavior with classmates and teachers.

III. Interpersonal Communication – Communication between home and school is a key component of student success.  Parents and students are encouraged to approach the teacher with concerns and/or questions as they arise.  Each Renaissance teacher will utilize their preferred communication tool to promote a positive learning environment.  

IV. Attendance – Attendance is a crucial component of student academic success.  Significant absences often lead to gaps in learning and a decrease in student academic success.  Students participating in a Renaissance Program will maintain a reasonable attendance record.   

V. Work Ethic – Classroom assignments within a Renaissance environment are designed to promote higher levels of critical thinking and academic discourse.  Renaissance students complete a multitude of projects each year they participate in the program.  Assignments are expected to be completed in a timely manner.  Submitted assignments should reflect evidence of student effort in producing quality work.  Students are expected to demonstrate academic integrity in all classes.  All assignments should reflect students’ personal level of knowledge and academic ability.