Miami Trace Local School District Parent Guide for Gifted Education Services and Identification Procedures

Transcription

1 Miami Trace Local School District Parent Guide for Gifted Education Services and Identification Procedures Miami Local Trace School District 3181 State Route 41 NW, Washington CH, Ohio Susie Berry and Amy Gustin, Gifted Education Services

2 Table of Contents DEFINITION... 2 MIAMI TRACE LOCAL SCHOOL DISTRICT BOARD POLICY... 2 REFERRALS... 3 SCREENING AND IDENTIFICATION... 3 SPECIAL POPULATIONS... 4 RETESTING... 4 APPEAL PROCEDURE... 4 TRANSFER STUDENTS... 5 ASSESSMENT INSTRUMENTS USED BY MIAMI TRACE LOCAL SCHOOL DSTRICT FOR GIFTED IDENTIFICATION... 5 SUPERIOR COGNITIVE ABILITY... 5 SPECIFIC ACADEMIC ABILITY... 6 VISUAL OR PERFORMING ARTS ABILITY... 6 CREATIVE THINKING ABILITY... 7 SERVICE PLAN... 8 PARTICIPATION/ WITHDRAWING FROM SERVICES... 8 WRITTEN EDUCATION PLANS... 9 ACCELERATION... 9 EARLY ENTRANCE IDENTIFICATION OF CHILDREN WHO ARE GIFTED DEFINITION AND CRITERIA EXCERPTED FROM OHIO REVISED CODE DEFINITIONS IDENTIFICATION PLAN IDENTIFICATION CRITERIA SCREENING AND IDENTIFICATION APPEALS PROCEDURE SERVICE PLAN

3 DEFINITION OF GIFTED 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. MIAMI TRACE LOCAL SCHOOL DISTRICT POLICY The Board of Education believes that all children are entitled to education commensurate with their particular needs. Children are identified as gifted by professional, qualified persons using a variety of approved assessment tools. Children in the district who are gifted may be provided opportunities to progress as their abilities permit. The Board also believes that these children require differentiated services in order to realize their potential contribution to themselves and society. The Board directs the Superintendent or his/her designee to develop an identification plan and follow the identification eligibility as prescribed in Ohio Revised Code and the Ohio Rule for the Identification and Services for Children Who Are Gifted. The District shall identify children of the district, in grades kindergarten through twelve, who may be gifted in one or more of the following areas: A. Superior Cognitive Ability B. Specific Academic Ability in one (1) or more of the following content areas: 1. Reading, writing, or a combination of these skills; and/or 2. Mathematics 3. Science 4. Social Studies Although students may be identified as gifted in Science and/or Social Studies, Miami Trace does not currently service those areas of identification. C. Creative Thinking Ability D. Visual or Performing Arts Ability such as drawing, painting, sculpting, music, dance, or drama. The Miami Trace School District seeks to identify students in creative thinking and Visual or Performing Arts Ability. While we do not offer specific services for these areas, gifted specialists do try to assist parents and students who have been identified with educational options or information about special programs specific to a child s identification area. If a student displays academic achievement in Reading/Writing and/or Math, the student may be served in those areas with identification in the area of Creative Thinking. The District shall use only those instruments approved by the Ohio Department of Education for screening, assessment, and identification of children who are gifted as provided in the Assessment Instruments for the Identification of Children Who Are Gifted. The district shall accept scores on assessment instruments approved for use by the Ohio Department of Education provided by other school districts and appropriately trained personnel outside the school District. ORC (K), , , (O) 2

4 REFERRALS The District ensures that there are ample and appropriate scheduling opportunities for assessment and re-testing using: group ability/achievement tests, individual ability/achievement tests, audition, performance, display of work; and checklists Children may be referred based on the following: self-referral (student request), teacher recommendation, parent/guardian request, others familiar with a student s potential or performance (e.g., psychologist, guidance counselor, principal, gifted coordinator, community member; and performance on district-wide standardized tests of ability and achievement. Referrals are available in all buildings (main office/guidance office) and on the district web site. Upon receipt of a referral, the district will: secure permission from the parent and/or guardian for testing, schedule the student for assessment; and provide for assessment in the case of students requesting assessment or recommended for assessment by teachers, parents, or others familiar with the students After assessment for screening/identification, the district will: notify parent and/or guardian about the results of any screening or assessment instrument within 30 days; and notify the parent and/or guardian about the appeal procedure. SCREENING AND IDENTIFICATION The Miami Trace Local School District uses a three-part approach to screen students who perform or show potential for performing at high levels of accomplishment in the areas of superior cognitive ability and specific academic ability. Part 1: PRE-ASSESSMENT All students are included in the pre-assessment process. This process involves gathering student data from a variety of sources. The process provides equal opportunity for all district students, including those from culturally diverse backgrounds, those from low socio-economic families, those with disabilities and those for whom English is a second language. Part 2: SCREENING The screening process examines the data from the pre-assessment and determines if additional testing is necessary. District determined cut-off scores that move students from the screening process to the assessment process are lower than the scores necessary for identification. District determined cut-off scores are noted next to each test used for screening. Students who meet the district approved screening score may then be individually assessed to determine eligibility of services. Whole class screening for superior cognitive ability is administered to all students in grades 2, 4, and 6 using the InView A Measure of Cognitive Abilities. Whole class achievement testing for Reading and Math is administered in Kindergarten through sixth grade using the Measure of Academic Progress Group Achievement Test (MAP). Part 3: A: IDENTIFICATION Students who meet the state criteria for identification (per ORC see Appendix) are identified, and a Written 3

5 Education Plan (WEP) is developed outlining services provided to students. B: ADDITIONAL ASSESSMENTS When results of testing fall below the state criteria for identification but at or above the district screening score, the student may move to the next stage of the identification process which is an individualized assessment using an approved gifted identification instrument. Parents or guardians will be notified of testing outcome within 30 days of testing. The Miami Trace Local School District accepts scores on assessment instruments approved for use by the Ohio Department of Education provided by other school districts and/or appropriately trained personnel outside the school district. SPECIAL POPULATIONS The Miami Trace Local School District makes every attempt to identify gifted students from diverse backgrounds. Students who are from culturally diverse backgrounds, English Language Learner (ELL) students, economically disadvantaged students, homeless students, disabled students, students with physical or sensory disabilities, and any other student who may have special circumstances will not be excluded from potential gifted identification. Appropriate assessment instruments and conditions shall be used for each student. For example, an ELL student may be assessed using a nonverbal assessment instrument. If necessary, translators shall be secured for students who need that accommodation. Only tests valid for special populations shall be used to test students from diverse backgrounds. All tests used must be listed on the current Chart of Approved Gifted Identification/Screening Instruments (Ohio Department of Education). RETESTING The Miami Trace Local School District, in its identification process, does not exclude students from identification. Occasionally, another assessment instrument is used when the results from the second testing are inconclusive. All parents, at any time, may have an outside trained examiner test a child using instruments approved by the State of Ohio, at the parents expense. Children who have requested assessment or who have been recommended for assessment by teachers, parents, or other children are provided at least two opportunities a year for assessment. Once a student has been identified, identification is permanent. To discuss retesting, please contact the Gifted Services Coordinator. APPEAL PROCEDURE Parents may submit a letter to the Gifted Services Coordinator at The Miami Trace Local School District outlining the nature of the concern. The Gifted Services Coordinator will schedule a meeting with the parent, which may include other school personnel. A written final decision will be issued within 30 days of the appeal. 4

6 TRANSFER STUDENTS Any student transferring into the district will be assessed at the request of the parent within 90 days of the transfer. This request can be made in writing to either the building principal or Gifted Services Coordinator. The Gifted Services Coordinator shall send the parent and/or guardian a referral form as well as paperwork requesting permission to test. Parents and/or guardians of transfer students who are assessed will receive results within 30 days of receipt of assessment results. If a student was previously identified in Ohio or another state, parents and/or guardians should contact the Gifted Services Coordinator. Once a student has been identified in Ohio, there is no need to re-identify a student. Parents and/or guardians are encouraged to share past Written Education Plans and other pertinent records with Gifted Services. The Miami Trace Local School District accepts outside testing data that follows Ohio Revised Code ASSESSMENT INSTRUMENTS The Miami Trace Local School District uses only assessment instruments (tests) for screening and identification approved by the Ohio Department of Education. The following tests are used in this district for screening and identification. Our district also acknowledges the standard error of measurement (SEM) on these tests in generating eligibility scores. Initial identification must be based on an identification instrument result no older than 24 months. Please refer to specific information from Ohio Revised Code SUPERIOR COGNITIVE ABILITY Within the preceding 24 months, the child has: a) scored 2 standard deviations above the mean (minus the standard error of measurement), on either an approved individual standardized intelligence test administered by a licensed psychologist or on an approved standardized group intelligence test, b) performed at or above the 95 th percentile on the composite battery of an approved, nationally normed achievement test or, c) attained an approved score on one or more above-grade level standardized, nationally normed approved tests. INSTRUMENTS USED: Group Intelligence Test: InView A Measure of Cognitive Abilities Administered in grades 2, 4 and 6 SCREENING CRITERIA 125 IDENTIFICATION CRITERIA 128 5

7 Individual Intelligence Tests (Scores listed include the SEM when possible) INSTRUMENT Wechsler Intelligence Scale for Children Fifth Edition (WISC-V) Naglieri Nonverbal Ability Test Individual Administration (NNAT) Kaufmann Assessment Battery for Children Second Edition (KABC-II) IDENTIFICATION CRITERIA 127 (SEM = 3.0) Grade K 6 = 125 Grade 7 12 = 126 Grade K - 2 = 127 SPECIFIC ACADEMIC ABILITY Within the preceding 24 months, the child has: a) performed at or above the 95 th percentile at the national level on an approved individual standardized achievement test of specific academic ability in that field (mathematics, science, reading, writing or a combination of both, or social studies), b) performed at or above the 95 th percentile at the national level on an approved group standardized achievement test of specific academic ability in that field. INSTRUMENTS USED: Individual Achievement Test INSTRUMENT Kaufman Test of Educational Achievement, 3 rd Edition (KTEA-III) Woodcock-Johnson IV Tests of Achievement (WJ- IV) IDENTIFICATION CRITERIA 95% 95% Individual/Group Achievement Test INSTRUMENT IDENTIFICATION CRITERIA Measures of Academic Progress (MAP) Grades % Measures of Academic Progress for Primary Grades K-1 95% VISUAL OR PERFORMING ARTS ABILITY The Miami Trace School District seeks to identify students in visual/performing arts. While we do not offer specific services for these areas, gifted specialists do try to assist parents and students who have been identified with educational options or information about special programs specific to a child s identification area. A child shall be identified as exhibiting visual or performing arts ability superior to that of children of similar age if the child has done both of the following: 6

8 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 on a checklist listed below: INSTRUMENTS USED: Visual Arts Ability (examples: drawing painting, sculpting) INSTRUMENT Display of Work (Visual Art) (Ohio Department of Education Rubric) IDENTIFICATION CRITERIA Drama/Theatre Identification INSTRUMENT Display of Work (Performance) (Ohio Department of Education Rubric) IDENTIFICATION CRITERIA Music Identification INSTRUMENT Display of Work (Performance) (Ohio Department of Education Rubric) Dance Identification IDENTIFICATION CRITERIA INSTRUMENT Display of Work (Performance) (Ohio Department of Education Rubric) IDENTIFICATION CRITERIA CREATIVE THINKING ABILITY While we do not offer specific services for this area, gifted specialists do try to assist parents and students who have been identified with educational options or information about special programs specific to a child s identification area. A child shall be identified as exhibiting creative thinking ability superior to children of a similar age, if within the previous twenty-four months, the child scored one standard deviation above the mean, minus the standard error of measurement, on an approved individual or group intelligence test and did either of the following: a) Attained a sufficient score, as established by the Ohio Department of Education, on an approved individual or group test of creative thinking ability; or b) Exhibited sufficient performance, as established by the department of education, on an approved checklist by a trained individual of creative behaviors. Note: The behavior checklist for creativity should be completed by someone who is well acquainted with the student being evaluated. 7

9 INSTRUMENTS USED: INSTRUMENT SCREENING CRITERIA IDENTIFICATION Scales for Rating the Behavior Characteristics of Superior Students SRBCSS) (2004 version) Creativity (Part II) (Part II) 51+ (Part II) Gifted and Talented Evaluation Scales (GATES) (Section 4, items 21-30) 83+ (Section 4, items 21-30) COGNITIVE ABILITY REQUIREMENT CRITERIA Naglieri Nonverbal Ability Test- Individual Administration (NNAT) Grade K (SEM = 5.0) Grade (SEM = 4.0) SERVICE PLAN The District ensures equal opportunity for all students identified as gifted to receive services offered by the District. Service placement criteria shall be consistently applied as specified in the screening and identification criteria. The criteria used may not discriminate on the basis of race, gender, ethnicity, disability status, first language or socioeconomic status. Placement for District services shall match the service criteria used in determining eligibility. The Miami Trace Local School District acknowledges that gifted students have diverse needs and strives to offer a continuum of services as appropriate for students. All gifted services in the Miami Trace Local School District shall be delivered in accordance with the Ohio Revised Code and the Ohio Administrative Code. Districts are required to identify gifted students. However, school districts are not required to provide Gifted Education Services. Currently, the state provides school districts with partial funding for identifying gifted students and employing or contracting gifted education staff. The Miami Trace Local School District strives to offer a continuum of services to serve the diverse needs of students who are gifted within the available resources. Services for gifted elementary students include but are not limited to regular education classrooms with cluster grouping instructed by educators who have been provided high quality professional development in the area of gifted education. Middle school students may be served by a gifted intervention specialist or regular education teacher who has been provided high quality professional development in gifted education in a regular classroom setting with cluster grouping. Middle school students also have the opportunity to earn high school credit by subject acceleration. High school students may be served in Advanced Level Courses, Advanced Placement (AP) Courses, and College Credit Plus. Students may also qualify for subject or whole-grade acceleration. PARTICIPATION/WITHDRAWING FROM SERVICES Although a child is identified as gifted, the decision to participate in any gifted service option always remains with the parent and/or guardian. Once a child has been identified, notification for services is sent to the parent and/or guardian. If a parent and/or guardian wishes to decline services for their child(ren), s/he should contact the Gifted Services Coordinator. If at any time a parent wishes to withdraw his or her child(ren) from gifted services, the request should be made in writing to the Gifted Services Coordinator. 8

10 WEP WRITTEN EDUCATION PLAN A gifted service is a service that conforms to the Operating Standards. Students who are served must have Written Education Plans (WEP). They are also reported to the Educational Management Information System (EMIS) as receiving gifted services. The WEP documents adjustments are made to the curriculum in his/her area(s) of identification. Ohio s Academic Content Standards recognizes that students develop at different rates and clearly states that if students are able to exceed grade level indicators, they must be afforded the opportunity to do so. This gives teachers the flexibility to modify or differentiate instruction for students in which the: level is advanced to ensure challenge, pace is adjusted to accommodate faster learning rates, complexity requires students to analyze or integrate several ideas, and depth encourages students to explore a topic in more thoughtful detail. WEP progress is shared with parents periodically during the school year, typically at conferences. It is important to note that the WEP is not an IEP (Individualized Education Plan) and does not follow procedures as outlined in federal law for special education. Gifted Services instructors and cluster group teachers are responsible for completing and sharing the student WEPs. The Gifted Services Department strives to provide as many enrichment opportunities as possible to students. ACCELERATION Sometimes a student may need more than what is currently offered in the classroom. If this is the case, typically the parent and/or teachers confer, and then a referral requesting an acceleration conference is completed by Miami Trace Local School District personnel. Parents may call the Gifted Services Coordinators to discuss acceleration issues. Whole-grade and subject acceleration is thoughtfully considered by the acceleration team on a case-by-case basis. The need for whole-grade acceleration is rare. Who might need acceleration? A child with high cognitive ability. The higher the IQ, the greater the need to adjust the curriculum. For example, a student who has an IQ of 145 may need an enriched curriculum, intensive curriculum modifications or even wholegrade acceleration. A child in Kindergarten who already has mastered the curriculum. A student strong in math (or another subject) who typically finishes work quickly and consistently performs at the top of his/her class. A third grade student who always finishes work early and the teacher can no longer modify the curriculum without simply using concepts from the next grade level. A student strong in reading who typically reads books well above grade level and who quickly reads class material. The student finishes class reading well before other students and possesses strong comprehension skills. Academic acceleration may involve whole-grade acceleration or individual subject acceleration. Academic acceleration occurs when a student is not only doing the caliber of work necessary to be promoted to the next grade or enrolled in the next course in the academic sequence, but also demonstrates the ability to do the caliber of work required of students in that next 9

11 grade level/subject/course. An acceleration evaluation committee will determine whether the student will be permitted to skip a grade level (i.e., whole-grade acceleration), or take a subject at a higher grade level or skip a course in the usual and customary academic sequence (i.e., individual subject acceleration). Any student residing in the District may be referred by a staff member or a parent/guardian to the principal of his/her school for evaluation for possible accelerated placement. Students may refer themselves or a peer through a staff member who has knowledge of the referred child's abilities. Copies of referral forms for evaluation for whole-grade or individual subject acceleration will be available at each school building. The principal of each school (or his/her designee) will solicit referrals of students for evaluation for accelerated placement, and notify all staff s/he supervises of the referral process. Students referred for accelerated placement will be evaluated in a prompt manner. The building principal will schedule the evaluations. Normally, changes in a student's schedule will occur only at the start of a grading period. Before a student is evaluated for accelerated placement, the principal (or his/her designee) shall obtain written permission from the student's parent/guardian. Evaluations related to referrals that occur during the school year will ordinarily be completed and a written report issued within forty-five (45) calendar days. Evaluations related to referrals that occur at the end of a school year or during the summer will be completed and a written report issued either before the end of the school year, if possible, or within forty-five (45) calendar days of the start of the next school year. Upon referral, the student's principal (or his/her designee) shall convene an acceleration evaluation committee to determine the appropriate learning environment for the referred student. This committee shall include the following: A. a parent/guardian, or a representative designated by that parent/guardian B. a gifted education coordinator or gifted intervention specialist, or if neither is available, a school psychologist or guidance counselor with expertise in the appropriate use of academic acceleration may be substituted C. a principal or assistant principal from the child's current school D. a current teacher of the referred student E. a teacher at the grade level or course to which the referred student may be accelerated The acceleration evaluation committee shall be responsible for conducting a fair and thorough evaluation of the student. The acceleration evaluation committee will consider the student's own thoughts on possible accelerated placement in its deliberations. In the event that career-technical programs are considered for acceleration, a career-technical educator shall be consulted as a part of the evaluation. Students considered for whole-grade acceleration will be evaluated using an acceleration assessment process approved by the Ohio Department of Education. Students considered for individual subject acceleration will be evaluated using a variety of data sources, including measures of achievement based on State academic content standards (in subjects for which the State Board of Education has approved content standards) and consideration of the student's maturity and desire for accelerated placement. The acceleration evaluation committee shall issue a written decision on the outcome of the evaluation process to the principal and the student's parent/guardian. This notification shall include instructions for appealing the decision. Appeals must be made in writing to the Superintendent within thirty (30) calendar days of the parent/guardian receiving the committee's decision. The Superintendent or his/her designee shall review the appeal and notify the parent/guardian of his/her decision within thirty (30) calendar days of receiving the appeal. The Superintendent or his/her designee's decision shall be final. 10

12 If the student is recommended for whole-grade or individual subject acceleration, the acceleration evaluation committee will develop a written acceleration plan. The parent/guardian shall be provided with a copy of the plan. The plan shall specify: A. placement of the student in an accelerated setting; B. strategies to support a successful transition to the accelerated setting; C. requirements and procedures for earning high school credit prior to entering high school (if applicable); and, D. an appropriate transition period for accelerated students. A school staff member will be assigned to oversee implementation of the acceleration plan and to monitor the adjustment of the student to the accelerated setting. At any time during the transition period, a parent/guardian of the student may request in writing that the student be withdrawn from accelerated placement. In such cases the principal shall remove the student from the accelerated placement without repercussions. At any time during the transition period, a parent/guardian may request in writing an alternative accelerated placement. In such cases, the principal shall direct the evaluation committee to consider other accelerative options and to issue a decision within thirty (30) calendar days of receiving the request. If the student will be placed in a different accelerated setting from that initially recommended, the student's acceleration plan shall be revised accordingly, and a new transition period shall be specified. At the end of the transition period, the accelerated placement shall become permanent. The student's record shall be modified accordingly, and the acceleration implementation plan shall become part of the student's permanent record to facilitate continuous through the curriculum. EARLY ENTRANCE The District provides early admission to kindergarten and first grade for qualified students. Copies of the referral forms for evaluation for early entrance to kindergarten or first grade will be available in each school building. Any student residing in the District may be referred by an educator employed by the District, a preschool educator who knows the child, the child's parent or guardian, or a pediatrician or psychologist who knows the child. The referral shall be made to the principal of the school for evaluation for possible early admission. Before a student is evaluated for early entrance, the principal (or his/her designee) of the school to which the child may be admitted shall obtain written permission from the child's parent/guardian. Evaluations related to referrals submitted to the school principal between August 15th and April 15th, will ordinarily be completed and a written report issued within forty-five (45) calendar days of submission of the referral to the school principal. Evaluations related to referrals submitted to the school principal between April 16th and August 14th will ordinarily be completed and a written report issued within forty-five (45) days of the start of the school year. Children referred for early entrance will be evaluated in a prompt manner. The principal of the school to which the child may be admitted shall convene an acceleration evaluation committee to determine whether early entrance is appropriate for that child. The acceleration evaluation committee shall include the following: A. a parent/legal guardian or a representative designated by the parent/guardian B. a gifted education coordinator or gifted education specialist, or, if neither is available, a school psychologist or a guidance counselor with expertise in the appropriate use of academic acceleration. 11

13 C. the principal or assistant principal of the school to which the child may be admitted D. a teacher at the grade level to which the student may be admitted The acceleration evaluation committee shall be responsible for conducting a fair and thorough evaluation of the student. The acceleration evaluation committee will also consider the student's own thoughts on possible accelerated placement in its deliberations. Children considered for early entrance shall be evaluated using an acceleration assessment process approved by the Ohio Department of Education. A meeting will be conducted with the parent/guardian following the evaluation to inform him/her of the committee's decision and, if appropriate, to discuss the results of the evaluation and the nature of the kindergarten or first grade program. The parent/guardian will be provided with a written summary of the outcome of the evaluation process. This notification shall include instructions for appealing the outcome of the evaluation process. Appeals must be made in writing to the Superintendent within thirty (30) calendar days of the parent/guardian receiving the results of the evaluation. The Superintendent or his/her designee shall review the appeal and notify the parent/guardian of his/her decision within fourteen (14) calendar days of receiving the appeal. The Superintendent or his/her designee's decision will be final. If a child is recommended for early entrance, the acceleration evaluation committee will develop a written acceleration plan for that child. The plan will specify: A. placement of the child in the accelerated setting; B. strategies to support successful early entrance; and C. an appropriate transition period for accelerated students. A school staff member will be assigned to oversee the implementation of the acceleration plan and to monitor the child's adjustment to the early entrance. At any time during the transition period, a parent/guardian of the child may request in writing that the child be withdrawn from the accelerated placement. In such cases, the principal shall remove the child without repercussions. Also, at any time during the transition period, a parent/guardian may request in writing an alternative accelerated placement. In such cases, the principal shall direct the acceleration evaluation committee to consider other placement options and to issue a decision within thirty (30) calendar days of receiving the request. If the student will be placed in a different setting from that initially recommended, the acceleration plan shall be revised accordingly, and a new transition period shall be specified. At the end of the transition period, the accelerated placement shall become permanent. The child's records shall be modified accordingly, and the acceleration plan shall become part of the student's permanent record to facilitate continuous progress through the curriculum. INSTRUMENTS USED: Assessment Instruments Kaufman Assessment Battery for Children, 2 nd Edition (KBAC-II) Kaufman Test of Educational Achievement, 3 rd Edition (KTEA-III) The Iowa Acceleration Scale (IAS) (3 rd ed.) is used as the guide for determining whether or not early entrance is appropriate. 12

14 The Ohio Department of Education has on its web site a checklist for kindergarten readiness. When looking at whether early entrance is appropriate for a child, the same readiness guidelines should be considered. Students who are viable candidates for Early Entrance to Kindergarten are expected to be developmentally similar to the typical kindergarten student. Should a student meet the identification criteria for Superior Cognitive identification but fail to meet the developmental readiness assessment, the acceleration team (principal, kindergarten teacher, gifted services specialist, parent and/or legal guardian(s), guidance counselor, and school psychologist) will then discuss and reach consensus concerning best placement for the child. 13

15 IDENTIFICATION OF CHILDREN WHO ARE GIFTED DEFINITION AND CRITERIA EXCERPTED FROM OHIO REVISED CODE DEFINITIONS Ohio Revised Code Section (B) "Gifted" means students who perform or show potential for performing at remarkable 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 Revised Code. (C) "School district" does not include a joint vocational school district. (D) "Specific academic ability field" means one or more of the following areas of instruction: Mathematics Science Reading, writing, or a combination of these skills Social studies Visual and performing arts IDENTIFICATION PLAN Ohio Revised Code Section The Board of Education of each school district shall adopt a plan by January 1, 2000, for identifying gifted students. The plan shall be submitted to the Department of Education for approval. The Department shall approve the plan within 60 days if it contains all of the following: (A) A description of the assessment instruments from the list adopted by the Department that the district will use to screen and identify gifted students; (B) Acceptable scheduling procedures for screening and for administering assessment instruments for identifying gifted students. These procedures shall provide At least two opportunities a year for assessment in the case of students requesting assessment or recommended for assessment by teachers, parents, or other students; Assurance of inclusion in screening and assessment procedures for minority and disadvantaged students, children with disabilities, and students for whom English is a second language; Assurance that any student transferring into the district will be assessed within 90 days of the transfer at the request of a parent. (C) Procedures for notification of parents within 30 days about the results of any screening procedure or assessment instrument and the provision of an opportunity for parents to appeal any decision about the results of any screening procedure or assessment, the scheduling of children for assessment, or the placement of a student in any program for receipt of services. (D) A commitment that the district will accept scores on assessment instruments provided by other school districts or trained personnel outside the school district, provided the assessment instruments are on the list approved by the Department of Education under Section of the Revised Code. 14

16 IDENTIFICATION CRITERIA Ohio Revised Code Section The Board of Education of each school district shall identify gifted students in grades kindergarten through 12 as follows: (A) A student shall be identified as exhibiting "superior cognitive ability" if the student did either of the following within the preceding 24 months: 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; Accomplished any one of the following: Scored at least two standard deviations above the mean, minus the standard error of measurement, on an approved standardized group intelligence test; Performed at or above the 95th percentile on an approved individual or group standardized basic or composite battery of a nationally normed achievement test; Attained an approved score on one or more above-grade level standardized, nationally normed, approved tests. (B) A student shall be identified as exhibiting "specific academic ability" superior to that of children of similar age in a specific academic ability field if within the preceding 24 months the student performs 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. (C) A student shall be identified as exhibiting "creative thinking ability" superior to children of a similar age, if within the previous 24 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: Attained a sufficient score, as established by the Department of Education, on an approved individual or group test of creative ability; Exhibited sufficient performance, as established by the Department of Education, on an approved checklist of creative behaviors. (D) A student shall be identified as exhibiting "visual or performing arts ability" superior to that of children of similar age if the student has done both of the following: Demonstrated through a display of work, an audition, or other performance or exhibition, superior ability in a visual or performing arts area; Exhibited sufficient performance, as established by the Department of Education, on an approved checklist of behaviors related to a specific arts area. SCREENING AND IDENTIFICATION Ohio Revised Code Section The Board of Education of each school district shall adopt a statement of its policy for the screening and identification of gifted students and shall distribute the policy statement to parents. The policy statement shall specify (A) The criteria and methods the district uses to screen students and to select students for further assessment who perform or show potential for performing at remarkably high levels of accomplishment in one of the gifted areas specified in Section of the Revised Code. (B) The sources of assessment data the district uses to select students for further testing and an explanation for parents of the multiple assessment instrument required to identify gifted students under Section of the Revised Code; 15

17 (C) An explanation for parents of the methods the district uses to ensure equal access to screening and further assessment by all district students, including minority or disadvantaged students, children with disabilities, and students for whom English is a second language; (D) Provisions to ensure equal opportunity for all district students identified as gifted to receive any services offered by the district; (E) Provisions for students to withdraw from gifted programs or services, for reassessment of students, and for assessment of students transferring into the district; (F) Methods for resolving disagreements between parents and the district concerning identification and placement decisions. APPEALS PROCEDURE Ohio Revised Code Section (C) Parents have an opportunity to appeal any decision about the results of any screening procedure or the scheduling of children for assessment, or the placement of a student in any program for the receipt of services. To appeal, contact your local building principal. SERVICE PLAN Ohio Revised Code Section (A) The board of education of each school district shall develop a plan for the service of gifted students enrolled in the district that are identified under Section of the Revised Code. Services specified in the plan developed by each board may include such options as the following: A differentiated curriculum; Cluster grouping; Mentorships; Accelerated course work; The post-secondary enrollment option program under Chapter of the Revised Code; Advanced placement; Honors classes; Magnet schools; Self-contained classrooms; Independent study; Other options identified in rules adopted by the Department of Education. (B) Each board shall file the plan developed under Division (A) of this section with the Department of Education by December 15, The Department shall review and analyze each plan to determine if it is adequate and to make funding estimates. (C) Unless otherwise required by law, rule, or as a condition for receipt of funds, school boards may implement the plans developed under Division (A) of this section, but shall not be required to do so until further action by the General Assembly or the State Superintendent of Public Instruction. 16

18 COPIES AVAILABLE FROM OHIO DEPARTMENT OF EDUCATION OFFICE OF EXCEPTIONAL CHILDREN 25 S. FRONT STREET MAIL STOP 202 COLUMBUS, OHIO The Ohio Department of Education does not discriminate on the basis of race, color, national origin, sex, religion, age, or disability in employment or in the provision of services. This document is a publication of the Ohio Department of Education and does not represent official policy of the State Board of Education unless specifically stated. 17