IDENTIFICATION - Approved September 2012
· DEFINITIONS PER OHIO LAW
Gifted students are defined in the Ohio Revised Code (3324.01) as those who perform or show potential for performing at remarkably high levels of accomplishment when compared to others of their age, experience, or environment and who are identified under division (A), (B), (C), or (D) of Section 3324.03 of the Ohio Revised Code (ORC).
· All public schools in Ohio are required to identify gifted students in kindergarten through grade 12. Students are identified as gifted in one or more of four major categories: superior cognitive ability; specific academic ability; creating thinking ability; and visual or performing arts ability. There are four fields included in specific academic ability: mathematics; science; social studies; and reading or writing, or a combination of these two skills. Identification is accomplished by using scores on approved performance assessments and nationally normed tests. The identification requirements as defined in state statue for each category are listed as follows:
· A student shall be identified as exhibiting “superior cognitive ability” (ORC3324.03) if the student did either of the following within the preceding twenty-four months: 1) Scored two standard deviations above the mean, minus the standard error of measurement, on an approved individual standardized intelligence test administered by a licensed psychologist or a licensed or certified school psychologist; 2) Accomplished any one of the following: (a) Scored at least two standard deviations above the mean, minus the standard error of measurement, on an approved standardized group intelligence test; (b) Performed at or above the 95th percentile on an approved individual or group standardized basic or composite battery of a nationally normed achievement test; or (c) Attained an approved score on one or more above-grade level standardized, nationally normed approved tests.
· A student shall be identified as exhibiting “specific academic ability” (ORC3324.03) superior to that of children of similar age in a specific academic ability field if within the preceding twenty-four months the student performed at or above the 95th percentile at the national level on an approved individual or group standardized achievement test of specific academic ability in that field. A student may be identified as gifted in more than one specific academic ability field.
· A student shall be identified as exhibiting “creative thinking ability” (ORC3324.03) superior to children of similar age, if within the previous twenty-four months, the student scored one standard deviation above the mean, minus the standard error of measurement, on an approved individual or group intelligence test and also did either of the following: 1) Attained a sufficient score, as established by the Department of Education, on an approved individual or group test of creative ability; or 2) Exhibited sufficient performance, as established by the Department of Education, an approved checklist by a trained individual of creative behaviors.
· A student shall be identified as exhibiting “visual or performing arts ability” (ORC3324.03) superior to that of children of similar age if the student has done both of the following: 1) Demonstrated to a trained individual through a display of work, an audition, or other performance or exhibition, superior ability in a visual or performing arts area; and 2) Exhibited to a trained individual sufficient performance, as established by the Department of Education, on an approved checklist of behaviors related to a specific arts area.
Children may be referred for possible gifted identification on an ongoing basis by child request (self-referral), teacher recommendation, parent/guardian request, peer referral, or referral by any other individual familiar with the child’s ability. The District shall provide at least two opportunities a year in all grade levels for screening/identification, through the referral process. Referral forms are available in the main office of each school building and at the bottom of this page. Upon receipt of a referral, the District will follow the process outlined in this brochure.
· Evaluation instruments will be selected to offer equal access to all of our district’s populations and to ensure that students’ testing needs are met. Tests in the student’s native language will be provided when feasible. Parents will be notified of their child’s scores within 30 days after the district receives results from the screening and assessment tests.
· TRANSFER STUDENTS The District accepts scores on assessment instruments approved for use by the Ohio Department of Education provided by other school districts. Any child transferring into the district will be assessed within 90 days of the transfer at the request of the parent. Parents shall contact the building principal or the Coordinator of Gifted Services to initiate the assessment process.
· SCREENING AND ASSESSMENT
The District uses a three-part approach to screen and assess students who perform or show potential for performing at high levels of accomplishment in the areas of superior cognitive ability, specific academic ability, creativity, and visual and/or performing arts.
Stage I: Pre-Assessment
The pre-assessment phase of the screening process involves gathering student data from a variety of sources including teacher, parent, and/or peer nominations, grades, portfolios, observations, review of student records, and outstanding products or performances, etc. All students are involved in the pre-assessment pool.
By using the pre-assessment process, the district ensures equal access to screening and further assessment of all district children, including those who are culturally-diverse; economically disadvantaged, have a disability, or have limited English proficiency.
Stage II: Assessment for Screening
The screening stage examines the data gathered from the pre-assessment stage and determines if additional assessment is necessary. District-determined cut-off scores to move students from the screening stage to the assessment stage are lower than the scores necessary for identification.
Stage III: Assessment for identification
Strategies for assessment include the individual and group testing requirements of Sections 3324.01-3324.07 of the Ohio Revised Code, and are described in the Assessment Instruments Used for Gifted Identification pamphlet. The District uses tests from the ODE approved list which ensure that results are valid for special populations, and reflect accurate aptitude/achievement in students with physical and sensory disabilities, or who do not speak English. All testing is conducted by qualified personnel according to instructions provided by the test publisher. Parents will be notified in writing of the results of testing within 30 days.
· GIFTED SERVICES
Cognitively gifted students will be served in grades 3 and 4. Students will be served in the general education classroom with differentiated instruction and advanced curriculum above grade level. Teachers receive ongoing support and professional development from a Gifted Intervention Specialist. Students in grades 5-12 are eligible to be part of various enrichment opportunities throughout the course of the school year.
The gifted curriculum is designed to enhance students’ regular academic experiences as well as meet the specific social and emotional needs of gifted children. Classroom teachers are informed of students’ areas of gifted identification, and encouraged to provide differentiated learning experiences to meet these needs in their regular classroom.
Honors and AP classes are available to qualified high school students, regardless of gifted identification. Decisions concerning early entrance to kindergarten, specific subject acceleration, whole grade acceleration, and early graduation from high school shall be determined on a case-by-case basis according to the district acceleration policy.
Any request to withdraw a student from gifted services shall be made in writing, citing specific reasons for the withdrawal by the student’s parent(s) to the Coordinator of Gifted Services. He/she will not be permitted to re-enter the program without re-qualifying based on current identification criteria.
· APPEAL PROCEDURE
To appeal the results of any part of the identification process or placement decision, parents should submit a letter to Lisa Blough, Director of Curriculum and Instruction, outlining the nature of the concern. The district will issue a written final decision within 30 days of the appeal
- WRITTEN EDUCATION PLAN (WEP)
Any student receiving gifted services, early entrance decisions, and acceleration options, shall have a current Written Education Plan (WEP) describing the service(s) provided. The services shall be consistent with student’s area(s) of identification, and differentiated to meet his or her individual learning needs. The WEP will be updated annually, and list goals for each service, methods for evaluating student progress, and a means and schedule for reporting to parents. Staff members responsible for ensuring delivery of services, policies regarding waiver of assignments and re-scheduling of tests, and the deadline for the next review of the WEP shall also be prescribed. Parents will be offered an opportunity to conference with appropriate school personnel at the time of initial placement, and at least once at the beginning of each subsequent school year. A copy of the WEP shall be made available to parents and staff responsible for providing the service(s) listed.
District Contact Information:
Megan Grabski, Gifted & Technology Specialist