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Gifted Identification and Services
 
Gifted Defined
Although all children are special and have unique abilities, not all children are gifted. Gifted children thrive on challenge and innovation. They have special educational needs that must be met in order for them to fully develop their intellectual, creative, artistic and academic capabilities or to excel in a specific content area. The following are definitions for the term gifted.
 
v      The National Association for Gifted Children defines gifted as: someone who shows, or has the potential for showing, an exceptional level of performance in one or more areas of expression.
 
v      The Ohio Department of Education defines gifted children as: students who perform, or show the potential to perform, at a higher level than other children of their age, experience, or environment.
 
 
Gifted Personnel
 
Western Buckeye ESC employs a full time Coordinator of Gifted Services to assist school districts in their efforts to identify gifted children and to advise and support districts in their efforts to provide appropriate services to identified children.
 
Gifted Intervention Specialists are certified teachers who are responsible for providing individual and small group instruction and guidance for identified students. This instruction includes higher level thinking skills, critical thinking and problem solving activities, research methods, oral and written expression, interpersonal relationships, career awareness and appreciation of the visual and performing arts.
 
Coordinator of Gifted Services
Sandra Freeman sfreeman@wb.noacsc.org
 
Gifted Intervention Specialists
 
Jan Boterf (serving Antwerp Local and Wayne Trace Local) boterfja@wt.k12.oh.us
 
Brenda Recker (serving Lincolnview Local)
 
 
Identification: Who is Gifted in Ohio by Law and Rule?
 
In 1984, the Ohio General Assembly enacted legislation requiring school districts to identify gifted children. In 1999, the identification law was updated to standardize the identification process across districts as well as to provide more rights to parents and children. The law now requires school districts to notify parents if their children are identified as gifted. School districts are also required to assess children at the parent’s request.
 
 
 
 
 
Gifted Operating Standards and Revised Code
Revised Operating Standards for Identifying and Serving Gifted Students, Ohio Administrative Code (OAC) 3301-51-15, were approved by the State Board of Education in March 2008. The new operating standards significantly “raise the bar” for gifted education services provided by districts, while creating new flexibility in providing appropriate challenges and supports for gifted and talented students. With the new standards, important changes include:
  • More specific requirements for Written Education Plans (WEPs) for gifted students;
  • Specific contact time requirements for students in services provided by gifted intervention specialists (GIS).
Ohio Revised Code 3324.01-.07 (The Law)
 
Ohio Administrative Code 3301-51-15, March 2008(The Rule)
 
 
Useful Links
 
ODE Gifted Education
 
Ohio Association for Gifted Children (OAGC)
 
National Association for Gifted Children (NAGC)
 
Hoagie’s Gifted Education Page
 
SENG: Supporting Emotional Needs of the Gifted
 
Best Practices Model for Gifted Coordination

http://www.oagc.com/files/Coordinator_Division_-Best_Practice_model_FINAL_2.2011.pdf

Credit Flexibility

In 2006, the Ohio General Assembly established the Ohio Core Curriculum (Senate Bill 311), which raised expectations for what all Ohio students must know and be able to do to earn a high school diploma. At the same time, SB 311 directed the State Board of Education to develop a statewide plan for implementing methods for students to earn units of high school credit based on the demonstration of subject area competency. In addition to raising the expectations for graduation, lawmakers provided flexibility to students and educators to successfully meet these higher expectations.

 

Please click here for more information on Credit Flexibility.

Academic Acceleration

 Academic Acceleration for Advanced Learners

 
Students who can exceed the grade-level indicators and benchmarks set forth in the standards must be afforded the opportunity and be encouraged to do so. Students who are gifted may require special services or activities in order to fully develop their intellectual, creative, artistic and academic capabilities or to excel in a specific content area. Again, the point of departure is the standards-based curriculum.
 
                                                                                                Ohio Academic Content Standards
 
¨       HB 66 required implementation of a board adopted policy for Academic Acceleration for Advanced Learners beginning in 2006-07.
¨       Acceleration policy guidelines mandate students have access to acceleration in four areas:
 
§         Early admission to kindergarten
§         Whole grade acceleration
§         Subject area acceleration
§         Early graduation from high school
 
¨       Students do not have to be identified as gifted to be eligible for acceleration. 
 
¨       Policy and practices regarding academic acceleration should reflect the State Board of Education recommendations in the following:
 
§         Based upon research based effective acceleration practices
§         Decision for academic acceleration is not based on an absolute standard such as an IQ score, achievement test scores or date of birth.
§         All students have equal access to consideration for acceleration.
§         Should contain no statement or language that discourages parents and educators from seeking evaluation for accelerated placement for students.
§         Provides opportunity for parental input in making decisions regarding accelerated placement.
§         Does not allow a student to be removed from an accelerated placement without parental consent.
§         Includes a fair and reasonable appeal process.
§         Students in grades K-12 are eligible for consideration for acceleration.
§         Should describe a process to ensure continuous progress through the curriculum for accelerated students.
§         May not require parents to pay for evaluations needed to make a decision about acceleration.
§         Decision making should be by a committee of educators with specific knowledge of the student, as well as educators with specific knowledge of effective acceleration practices, with input from the student and the parents. 
§         For early admission to kindergarten and whole grade acceleration, K-6, the Iowa Acceleration Scale (IAS), Third Edition, is required for use in guiding the decision making process.
§         The accelerated placement should be directed by a Written Acceleration Plan.
 
For more information, or to refer a student to be evaluated for academic acceleration, please contact Sandra Freeman, Coordinator, Gifted Services, sfreeman@wb.noacsc.org .
 
 
 
 
 
Useful Links
 
Ohio Department of Education Information and Toolkit
 
§         State Board of Education Resolution on Acceleration
§         Model Policy Text and Introductory Information
§         Acceleration Case Studies
§         Model Written Acceleration Plans (WAPs)
§         FAQs
§         Presentations
 
The Iowa Acceleration Scale (IAS), Third Edition
 
Pathways to Acceleration
Link to pdf
 
A Nation Deceived: How Schools Hold Back America’s Brightest Students
The Templeton National Report on Acceleration

 
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