An Overview of Gifted and Talented Identification and Services

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1 An Overview of Gifted and Talented Identification and Services Columbus City Schools Gene T. Harris, Ph.D., Superintendent/CEO Gifted and Talented Department Toia Robinson, Supervisor Shepard Center 873 Walcutt Avenue Columbus, OH ph Mission: Each student is highly educated, prepared for leadership and service, and empowered for success as a citizen in a global community.

2 How are the students of CCS identified as Gifted and Talented? As outlined in House Bill 282, Ohio Revised Code (Revised 3/08), the state of Ohio mandates that school districts identify students in the following four areas: - Superior Cognitive (CCS uses a 128 or above district-wide ability test score.) - Specific Academic (CCS uses the 95 th national percentile or above on achievement tests in math, reading, science and social studies.) - Creative Thinking (CCS uses an ability score of 112 or above plus qualification on a Checklist of Creative Behaviors.) - Visual and Performing Arts (Checklists and auditions are required for identifications in this category. Gifted coordinators in CCS do not provide services to students identified in the visual and performing arts.)

3 When do the students of CCS have the opportunity to be identified in the academic areas as Gifted and Talented? Elementary School Middle School First Grade Test: Terra Nova Identification Area(s): Specific Academic Second Grade Test: Terra Nova Identification Area(s): Specific Academic Third Grade Test: In View Identification Area(s): Superior Cognitive, Creative Thinking Fourth Grade Test: Terra Nova Identification Area(s): Specific Academic Sixth Grade Test: Terra Nova Identification Area(s): Specific Academic Seventh Grade Test: In View Identification Area(s): Superior Cognitive, Creative Thinking Note: All tests used by CCS for gifted identification purposes can be found on ODE s Approved Assessment Instruments for Gifted Screening and Identification list and have been adopted by CCS Board of Education. Fifth Grade Test: In View Identification Area(s): Superior Cognitive, Creative Thinking Alternative Independent Testing Parents, teachers and principals may request that a student be independently tested for gifted identification. Students can be identified in the following areas: superior cognitive, reading, math and/or creative thinking. For more details on requesting alternative testing, please contact the Gifted and Talented Department ( ) or speak with the gifted and talented coordinator in your building.

4 How is service for academically identified students decided upon in Columbus City Schools? Since our district identifies students in multiple areas, a district service plan for the gifted students of Columbus City Schools is guided and mandated by the Ohio Department of Education s Operating Standards for Identifying and Serving Gifted Students. Ohio Operating Standards (Revised March 2008)

5 Who will receive gifted services within the regular classroom with cluster grouping? Regular Classroom with Cluster Grouping (Grades K-8) Several (2-10) gifted students are deliberately clustered and services are provided by the regular classroom teacher with on-going support from the gifted site-level coordinator as stated in the Ohio Administrative Code (D)(3)(b)(i).Through cluster grouping, K-8 students identified as Superior Cognitive, Specific Academic (Specific Academic includes: Reading, Math, Science and Social Studies) and/or Creative Thinking Ability receive service. This model extends the regular curriculum for all students who require additional depth and/or breadth. The classroom teacher completes a WEP for the identified students with help from the gifted and talented coordinator.

6 What is the role of the Site-level Coordinators (ES/MS)? Site-level coordinators will be assigned to individual buildings based upon the gifted students population specific to each building and region. The ultimate goal of the site-level coordinator is to provide on-going support to classroom teachers, extend rigor to all students and adhere to a gifted curriculum framework. Site-level coordinators will collaborate, provide strategies and will facilitate professional development for all staff at the building level. Site-level coordinators may also co-teach with cluster teachers and model lessons.

7 What is the Cluster Grouping Model? Cluster grouping has been adopted by Columbus City Schools as the preferred model of gifted service delivery in all elementary and middle schools in the district. This staff development model is endorsed by Gene T. Harris, Ph.D., Superintendent/CEO. A cluster classroom is comprised of a small cluster (2-10) of gifted students along with regular education students. Cluster grouping allows gifted students to interact with their gifted peers as well as their age-level peers. The cluster grouping model provides support to classroom teachers in meeting the needs of their identified gifted and talented students.

8 What kind of documentation of gifted services is required by the state of Ohio? The Ohio Department of Education requires individual Written Education Plans (WEP) for all identified gifted students who receive service. After on-going professional development and through a collaborative effort of service, cluster teachers and site-level coordinators may complete and initial the Written Education Plans for the identified students within the cluster classroom.

9 When pulled from the general education classroom for gifted services, what concepts, tests, or assignments are the gifted students responsible for making up when they return to class? Policy regarding the waiver of assignments is addressed in House Bill 282 OAC (D) (4). (iii) Specific policies regarding waiver of assignments and the scheduling of tests missed while participating in any gifted services provided outside the general education classroom: 1. Waiver of assignments for CCS: Because Gifted and Talented service is a supplemental education program for its participants, not an additional workload, students receiving services in a gifted resource room are responsible for understanding the concepts missed in class but are not responsible for making up in-class assignments. Tests missed while receiving gifted services will be made up at the teacher and student s earliest convenience.

10 What if the current services do not fully meet the needs of a gifted student? Is there a set procedure for acceleration? An acceleration policy and procedure have been adopted by the CCS Board of Education for both subject and grade level acceleration that needs to be followed when individuals are seeking to accelerate a child. To begin the acceleration process, the principal puts together an acceleration team (e.g. the principal, teachers, counselor, a gifted coordinator, and the child s parents) which meets to discuss the potential acceleration and make a decision. For complete details regarding subject or grade-level acceleration, contact the Gifted and Talented Department or your gifted coordinator.

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