Transfer. Withdrawal

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1 Definition Gifted means students 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 of the Ohio Revised Code. General Columbus City Schools accepts scores from assessment instruments (approved by the Ohio Department of Education) which are provided by other school districts and/or trained personnel outside the school district. Screening and Assessing Columbus City Schools uses a three-part approach to identify students who perform or show potential for performing at high levels of accomplishment in the areas of superior cognitive ability, specific academic ability, creative ability, and visual and/or performing arts ability. Part 1: Pre-assessment The pre-assessment part of the process involves gathering student data from a variety of sources including teacher, parent, and peer nominations, portfolios, observations, review of student records, and outstanding products or performances. All students are involved in pre-assessment. By using pre-assessment, the district ensures equal access to screening and further assessment for all district children, including culturally or linguistically diverse children, children from low socioeconomic backgrounds, children with disabilities, and children for whom English is a second language. Part 2: Screening The screening examines the data gathered from the pre-assessment and determines if additional assessment is necessary. High School Gifted Service Plan Students in grades 9-12 who are identified according to the Ohio Department of Education Guidelines are provided appropriate high level instruction through the following gifted service models: Subject Acceleration, Advanced Placement, International Baccalaureate, Kenyon Academic Partnership, Post-Secondary Enrollment Options, Virtual Coursework, and the Seniors to Sophomores program. At the high school level, services tend to be through the course selection process with guidance from the school counselor or gifted coordinator. Written Education Plans are completed for identified students who select these advanced subject options in their area of identification. Written Education Plans Students who receive gifted services require a Written Education Plan (WEP). The purpose of a WEP is to communicate among gifted specialists, classroom teachers and parents about the gifted service a child is receiving. The gifted service should match the child s areas(s) of identification. WEPs are available for parents review and input during Parent Teacher Conferences in the fall and spring. A copy of the WEP will be sent home. Transfer Columbus City Schools ensures that any child transferring into the district will be assessed within ninety days of the transfer at the request of the parent. Parents shall notify the Supervisor of Exceptional Children within the ninety days. Withdrawal If at any time a student wishes to withdraw from gifted programs or services, a written request is necessary. The request must be signed by the parent and addressed to the Supervisor of Exceptional Children. Service will continue unless the supervisor receives a parent s written signed notification. If additional assessment data are needed, parents are contacted with an explanation of the process, and permission for further testing is obtained. Usually the assessment is completed within small groups. Parents are notified within thirty days of the assessment results. Some minority and disadvantaged students, children with disabilities, and students for whom English is a second language, do not perform well on group-administered standardized tests. If screening results do not lead to identification, further assessment may be planned on an individual basis. 1 The Columbus City School District does not discriminate based upon sex, race, color, national origin, religion, age, disability, sexual orientation, gender identity/expression, ancestry, familial status or military status with regard to admission, access, treatment or employment. This policy is applicable in all district programs and activities. 8

2 Regional Coordinators (ES/MS) Regional Coordinators help to facilitate the service plan needs for each region. The regional coordinator will aid all elementary and middle schools within the current feeder patterns and regions. In addition to supporting building staff, regional coordinators will assist in the development of WEP s and the identification of gifted students, organize and arrange regional academic competitions, review data, complete district reports, facilitate gifted regional PLC s, conduct school-based professional development, meet weekly with the supervisor and support site-level coordinators. Testing Coordinators (All levels) Testing facilitators will provide individual assessment as a means of gifted identification for students in the entire district. Identification of gifted students is mandated by law and must occur regardless of whether the district maintains service or not. Test Scores from other school districts or from licensed private psychologists are accepted and used in the same manner as tests that are administered within the district. Part 3: Individual Assessment If screening data are insufficient to advance to the next part, the student can be evaluated individually. Parents are contacted and permission is obtained to conduct the assessment. Parents are notified of the assessment results within thirty days. Instruments and procedures used for individual assessment are selected for their appropriateness for the child being assessed. Steps are taken to ensure that the assessment process is valid for minority and disadvantaged children, children with disabilities, and students for who English is a second language. Referral Columbus City Schools ensures there are ample and appropriate scheduling procedures for assessments and re-assessment and may use: Group tests Individual tests Audition, performance Display of work Checklists Children may be referred on an ongoing basis, based on the following: Child request Child referral of peer Teacher recommendation Parent/guardian request Other (e.g. psychologist, community member, principal, director of gifted education). Upon receipt of a referral, the district will: Follow the process as outlined in this brochure Notify parents The district will provide two opportunities a year for assessment. Referral forms for individual assessment are available through each building s Gifted Coordinator or by calling the Supervisor of Exceptional Children. 7 2

3 Appeal Procedures An appeal by the parent is the reconsideration of the results of any part of the identification process, which would include the following: Screening procedure or assessment instrument (which results in identification) Scheduling of children for assessment Placement of a student in any program; and Receipt of services It is suggested that, first, parents contact the Supervisor of Exceptional Children regarding the nature of their appeal. Subsequently, they need to submit a letter to the Chief Officer, Student Support Services, outlining their concern. The Chief Officer will convene a meeting with the parent, which may include other school personnel. The Chief Officer, Student Support Services, will issue a written final decision within thirty days of the appeal. This written notice will include the reason(s) for the decision. Assessment Instruments used by the District for Gifted Identification The district uses the following assessment instrument for screening and identification. The screening criteria are included. Superior Cognitive Ability Naglieri Nonverbal Ability Test, Individual Administration, First Edition Grades K-6 Grades 7-12 Screening 124 Screening 125 Identification 125 Identification 126 Differential Ability Scales Screening 125 Identification 126 EXPLORE (Grade 9) Screening 17 (Composite Score) Identification 18 (Composite Score) InView Screening 127 Identification 128 Leiter International Performance Scale Ages 2-10 Screening 124 Identification 125 Ages Screening 125 Identification Services Columbus City Schools ensures equal opportunity for all district students identified as gifted to receive appropriate services offered by the district. Elementary Service Models Gifted Service Models Self-Contained Classrooms (E.C.L.I.P.S.E.-Direct Service by a GIS) Academically identified students are selected through an application process and are placed in a self-contained classroom with other gifted students. All subjects are taught by a GIS in this service model setting. There are 16 elementary schools that have been selected by the district to implement this model. Elementary/Middle School Service Models 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. Students may have the opportunity to participate in Academic Options. Academic Options assist building staffs in providing teaching and learning extensions for gifted and talented and high-achieving students. Activities utilize and support higher-level thinking skills, logic and reasoning, as well as, critical and creative thinking. Objectives for the academic options are aligned with the curriculum guides and grade-level indicators for students who exceed the state standards. Site-Level Coordinators (ES/MS) Site-level coordinators will be assigned to individual buildings based upon the gifted student 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 co-teach with cluster teachers, provide model lessons, collaborate and will facilitate professional development for all staff at the building level. 6

4 Creative Thinking Ability Naglieri Nonverbal Ability Test, Individual Administration, First Edition Grades K-6 Grades 7-12 Screen 109 Screen 110 Identification 110* Identification 111* Scales for Rating the Behavior Characteristics of Superior Students, 2004 Version -Creativity Screening 50 Identification 51 Stanford-Binet Intelligence Scale 4th Ed. Wechsler Intelligence Scale for Children, 3rd Ed. (WISC III) Woodcock-Johnson WJIII: Test of Cognitive Ability InView * Visual and/or Performing Arts Ability Advanced Placement Scoring Guidelines Art Screening 3 Identification 4 Audition or performance in dancing, theatre, or music Screening Identification Gifted and Talented Evaluation Scale (GATES), for Dance Identification Screening 77 Identification 78 Scales for Rating the Behavior Characteristics of Superior Student - ART (V), Drama (VII), Music (VI) Screening 4.0 Identification 5.0 PSAT Stanford-Binet Intelligence Scale 4th Ed. Wechsler Intelligence Scale for Children, 3rd Ed. (WISCIII) Woodcock-Johnson WJIII: Test of Cognitive Ability Specific Academic Ability EXPLORE (Grade 9) Reading, Screening 15 (Subscore) Identification 16 (Subscore) Math, Screening 16 (Subscore) Identification 17 (Subscore) Science, Screeninig 17 (Subscore) Identification 18 (Subscore) PLAN (Grade 10) PSAT Terra Nova (CTBS/5) Wechsler Individual Achievement Test (WIAT) Woodcock-Johnson-WJIII: Achievement Battery * A qualifying identification score on the InView or Naglieri Nonverbal Ability Test, in conjunction with a score of 51 using the Scales for Rating Behavior Characteristics of Superior Students, 2004 Version-Creativity, is required to be identified gifted in Creative Thinking Ability. 5 4

5 DISTRICT POLICY AND PLAN FOR THE IDENTIFICATION OF CHILDREN WHO ARE GIFTED This pamphlet should be used with the Identification of Children Who Are Gifted. (from HB 282) If you have questions, please contact: Toia Robinson Supervisor, Exceptional Children 873 Walcutt Avenue Columbus, OH Phone: Fax: INFORMATION FOR PARENTS Amended and updated, 2012 ***************************************************************************** Mission: Each student is highly educated, prepared for leadership and service, and empowered for success as a citizen in a global community. *****************************************************************************