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4th grade identified math students will be cluster grouped and will be served in an inclusion setting where the regular ed. teacher will differentiate for those students who have been identified. Ongoing support will be provided by the GIS on a weekly basis. Criteria for service will be an identifying cognitive score or an identifying score in the specific academic area, plus a defined minimum cognitive score of 110.

4th grade Reading/ELA students will report to the resource room to be served daily by the GIS who will be the teacher of record. Criteria for service will be an identifying cognitive score or an identifying score in the specific academic area, plus a defined minimum cognitive score of 110. 

5th grade Math and Reading/ELA students will report to the resource room to be served daily by the GIS who will be the teacher of record. Criteria for service will be an identifying cognitive score or an identifying score in the specific academic area, plus a defined minimum cognitive score of 110. 

6th and 7th grade – Students will be cluster grouped in the classroom and served in their area(s) of identification by the regular ed. teachers through adjusted curriculum and differentiation with support from the GIS on a weekly basis. Criteria is identification in the specific academic area.

8th grade – Students identified as superior cognitive and/or math and science will take High School course in the subject(s) of identification.  

High School – Students have the opportunity to enroll in advanced courses.

 

Crestview Local (09429) Schools Policy and Plan

 for the Identification and Service

of Children Who Are Gifted

 

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 3324.03 of the Ohio Revised Code.

 

DISTRICT IDENTIFICATION PLAN

The district accepts referrals, screens and identifies, or screens and reassesses students who perform or show potential for performing at high levels of accomplishment in the areas of superior cognitive ability, specific academic ability, creative thinking ability, and/or visual and/or performing arts. The district must follow policy and procedures established in Ohio Administrative Code 3301-51-15.  These rules specify that assessment instruments must come from the list approved by the Ohio Department of Education.

 

  • Superior Cognitive Ability

 

Assessments the district administers that provide for superior cognitive identification (provide at least two for assessment and reassessment purposes):

Instrument

screening

ID

InView

110 – 127

ID 128 

Cognitive Abilities Test (CogAT), Form 7 VQN Composite

Gr. K-1 = 110 -126

Gr. 2-12 = 110 - 127

Gr. K-1 = 127

Gr. 2-12 = 128

Stanford-Binet Intelligence Scales- 5th Edition

110 - 126

127

Wechsler Intelligence Scale for Children, 4th Edition (WISC-IV)

110 - 126

127

Woodcock-Johnson III (WJIII), Tests of Cognitive Abilities (including

NU edition)

110 - 126

127

Leiter International Performance Scale-Revised (Leiter-R)

Age 2-10 = 110 - 124

Age 11-20 = 110 - 125

Age 2-10 = 125

Age 11-20 = 126

  • Specific Academic Ability

Assessments the district administers that provide for specific academic identification (provide at least two for assessment and reassessment purposes):

 

Instrument

screening

ID

Iowa Tests of Basic Skills (ITBS), Form A, Complete Battery

90 - 94

95th percentile

Iowa Tests of Basic Skills (ITBS), Form C, Complete Battery

90 - 94

95th percentile

TerraNova Third Edition, Complete Battery

90 - 94

95th percentile

Terra Nova, The Second Edition CAT (California Achievement Test 6), Complete Battery, Multiple Assessments

90 - 94

95th percentile

Wechsler Individual Achievement Test (WIAT) - 3rd Edition

90 - 94

95th percentile

Woodcock-Johnson III, Tests of Achievement - NU (Form A or B)

90 - 94

95th percentile

Measure of Academic Progress (MAP) – Common Core State Standards Alignment, Survey with Goals, Reading and Math only

90 - 94

95th percentile

Measure of Academic Progress (MAP) – Ohio Academic Standards Alignment, Survey with Goals, Reading and Math only

90 - 94

95th percentile

Measure of Academic Progress (MAP) for Primary Grades – Common Core State Standards Alignment, complete Reading and Math only

90 - 94

95th percentile

Measure of Academic Progress (MAP) for Primary Grades – Ohio Academic Standards Alignment, complete Reading and Math only

90 - 94

95th percentile

 

ACT:

Area of Gifted Identification

Grade 6

Grade 7

Grade 8

Grade 9

Reading/Writing

17 (English Subscore)

19 (English Subscore)

21 (English Subscore)

24 (English Subscore)

Reading/Writing

17 (Reading Subscore)

19 (Reading Subscore)

21 (Reading Subscore)

25 (Reading Subscore)

Mathematics

17 (Math Subscore)

18 (Math Subscore)

20 (Math Subscore)

24 (Math Subscore)

Science

17 (Science Subscore)

19 (Science Subscore)

21 (Science Subscore)

24 (Science Subscore)

 

Scholastic Aptitude Test (SAT)

Area of Gifted Identification

Grade 6

Grade 7

Grade 8

Reading

410 (Critical Reading Subscore)

450 (Critical Reading Subscore)

490 (Critical Reading Subscore)

Writing

400 (Writing Subscore)

440 (Writing Subscore)

480 (Writing Subscore)

Mathematics

430 (Math Subscore)

470 (Math Subscore)

510 (Math Subscore)

 

EXPLORE TEST

Area of Gifted Identification

Grade 3

Grade 4

Grade 5

Grade 6

Reading/Writing

13 (English Subscore)

15 (English Subscore)

16 (English Subscore)

18 (English Subscore)

Reading/Writing

12 (Reading Subscore)

14 (Reading Subscore)

15 (Reading Subscore)

16 (Reading Subscore)

Mathematics

12 (Math Subscore)

14 (Math Subscore)

15 (Math Subscore)

17 (Math Subscore)

Science

15 (Science Subscore)

16 (Science Subscore)

17 (Science Subscore)

18 (Science Subscore)

  • Creative Thinking Ability

 

Assessments the district administers that provide for creative thinking identification (provide at least two for assessment and reassessment purposes):

INSTRUMENT

SCREENING

ID

Cognitive Abilities Test (CogAT), Form 7 VQN Composite

108

Gr. K-1 = 111

Gr. 2-12 = 112

InView – A Measure of Cognitive Abilities

110

112

Gifted and Talented Evaluation Scales (GATES)

(Creative Thinking Section IV)

80

83 and above

Scales for Rating the Behavior Characteristics of

Superior Students (SRBCSS) (Part II Creativity)

48

51 and above

Torrance Tests of Creative Thinking Figural and Verbal Forms A & B (use the Creativity Index on either the figural or verbal portion.)

90

95th percentile 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

  • Visual and Performing Arts

 Assessments the district administers that provide for visual and performing arts identification (provide at least two for each arts area for assessment and reassessment purposes):

Performance Component

 

 

VISUAL

Screening Score

Identification Score

Art Advanced Placement Scoring Guidelines (Grades 9-12 only)

4

5

Ohio Department of Education Rubric

16 - 20

21 - 24

 

 

 

DRAMA

Screening Score

Identification Score

Theatre Arts Talent Assessment Process (TTAP)

See publisher’s instructions

See publisher’s instructions

Ohio Department of Education Rubric

16 - 19

20 - 24

 

 

 

MUSIC

Screening Score

Identification Score

Music Talent Assessment Process (MTAP)

See publisher’s instructions

See publisher’s instructions

Ohio Department of Education Rubric

14 - 17

18 - 21

 

 

 

DANCE

Screening Score

Identification Score

Dance Talent Assessment Process (DTAP)

See publisher’s instructions

See publisher’s instructions

Ohio Department of Education Rubric

20 - 25

26 - 30

 

 

 

Checklist Component

 

 

Scale - VISUAL; DRAMA; MUSIC; DANCE

Screening Score

Identification Score

Gifted and Talented Evaluation Scales (GATES) (Section V

57 - 77

78 and above

Gifted Rating Scales (GRS)

60 - 65

66 and above

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

IDENTIFICATION PROCESS

The district shall provide at least two opportunities each year for assessment in the case of children requesting assessment or recommended for assessment by teachers, parents or other children.

 

The district ensures there are ample and appropriate scheduling procedures for assessments and reassessment using:

 

Type of Assessment

Content Area(s)

Grade Level(s)

·         Whole-grade tests

COG; reading; math

2 and 6

·         Whole-grade tests

    reading; math

1-9

·         Individually-administered tests

As requested

all

·         Audition, performance

As requested

all

·         Display of work

As requested

all

·         Exhibition

As requested

all

·         Checklists

As requested

all

 

Referral               

Children may be referred in writing on an ongoing basis, based on the following:

  • Child request (self-referral);
  • Teacher recommendation;
  • Parent/guardian request;
  • Child referral of peer; and
  • Other (e.g., psychologist, community members, principal, gifted coordinator, etc.)

 

Upon receipt of a referral, the district will:

  • Follow the process as outlined in this brochure; and
  • Notify parents of results of screening or assessment and identification within 30 days.

 

Screening                                                         

The district ensures equal access to screening and further assessment of all district children, including culturally or linguistically diverse children, children from low socio-economic backgrounds, children with disabilities and children for whom English is a second language.

 

Identification

When the screening assessment has been completed, if the data obtained is from an approved identification instrument and the score meets cut-off scores specified in department of education guidance, the identification decision is made and student’s educational needs are determined.  Identification scores remain in effect for the remainder of the student’s K-12 school experience.

 

Reassessment

When the screening assessment has been completed, if the data is from an approved screening instrument or from an identification instrument on which the student is within a district-specified range below the identification score, re-assessment for possible identification occurs.

 

 

 

 

Out of District Scores

The district accepts scores, completed within the preceding 24 months on assessment instruments approved for use by the Ohio Department of Education, provided by other schools and/or trained personnel outside the school district.

 

Transfer

The district ensures that 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.

 

Appeal Procedure

An appeal by the parent is the reconsideration of the result of any part of the identification process which would include:

  • Screening procedure or assessment instrument (which results in identification);
  • The scheduling of children for assessment;
  • The placement of a student in any program; and
  • Receipt of services.

 

Parents should submit a letter to the superintendent or designee outlining the nature of the concern.

The superintendent or designee will convene a meeting with the parent/guardian, which may include other school personnel. The superintendent or designee will issue a written final decision within 30 days of the appeal. This written notice should include the reason for the decision(s).

 

 

 

DISTRICT SERVICE PLAN

The district ensures equal opportunity for all district students identified as gifted to receive any services offered by the district for which the student meets the criteria. (Include all formal services provided by the district.)

 

District Name for Service

Service Setting

Grade Level

Criteria for Service

Service Provider

 

Guidance Services

 

 

 

 

Regular Classroom Cluster Group

2-8

Gifted ID in area  appropriate to class

Regular ed. teacher with support from GIS

 

Regular Classroom with Acceleration

 

 

 

AP

Regular Classroom  AP

9 - 12

Gifted ID in area  appropriate to class

AP qualified teacher

PSEO

Regular Classroom PSEO

9 - 12

Gifted ID in area  appropriate to class

College professor

Honors Classes

Regular Classroom  Honors

9-10

Gifted ID in area  appropriate to class

Regular ed. teacher with support from GIS

 

Educational Options

Determined  case by case

Determined  case by case

Determined  case by case

 

Co-teaching

Guidance Services

 

 

 

 

Co-teaching

Cluster Group

 

 

 

 

Co-teaching

Acceleration

 

 

 

 

Co-teaching

AP

 

 

 

 

Resource Room/Pull Out

 

 

 

 

Co-teaching

Honors

 

 

 

 

Educational Options with GIS

 

 

 

 

Self-Contained Classroom (Whole Grade)

 

 

 

 

Self-Contained Classroom (Single Subject)

 

 

 

 

Other (Use of this option should be rare and is likely to generate a request for additional information.)

 

 

 

 

Written Education Plans

When students identified as gifted are reported to parents and the Ohio Department of Education as served, they must have a Written Education Plan in compliance with the Operating Standards for Identifying and Serving Gifted Students.

 

Withdrawal

If at any time a student wishes to withdraw from gifted programs or services the request should be written by the parent or child to the building administrator. If children request to withdraw, parents will be notified.

 

DISTRICT ENRICHMENT PLAN

Enrichments are activities purposely designed to expose students to a wide variety of disciplines, issues, occupations, hobbies, persons, places and/or events. They may expand the score of the regular curriculum or introduce topics not covered in the general education program. Any staff member may be the originator of enrichment, and the student audience will vary depending on interest and ability.  Enrichments are not reported to the Ohio Department of Education as gifted services.

 

IDENTIFICATION AND SERVICE PLAN APPROVAL

District identification and service plans must be sent to the Ohio Department of Education as a part of the annual self-report. The department will review the plans within 60 days of submission. Changes in identification and/or service plan procedures must be reported to the Ohio Department of Education immediately upon revision. The department will review and notify the district within 60 days of receipt of revisions.

 

 

 

If you have questions, please call your building principal or Janet James, Gifted Coordinator.