Gifted Education

  • 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.

     

    Testing: Ohio requires school districts to identify their students. Students may be identified in one or more of the following areas: superior cognitive ability, specific academic ability, creative thinking ability or visual/performing arts ability. Children may be referred on a continual basis by a parent/guardian, teacher, peer, psychologist, principal, community members, gifted coordinator, or the child may make a self-referral. Referral forms should be submitted to the child’s school principal and/or counselor. 

     

    Upon receipt of the completed referral form, the district will administer a state-approved assessment within 90 days. Parents will receive written notification of results within 30 days of district receipt of test results.

     

    Whole grade testing for identification in superior cognitive ability takes place in November for grades 2 and 4. For identification in the specific academic areas of math or reading, testing takes place three times a year in grades 1-8 during the fall, winter, and spring. 

     

    Transfer students will be assessed within 90 days of the transfer at the request of the parent, student, or through a teacher nomination.

     

    The district uses assessments that are specifically designed for students who are culturally diverse, economically disadvantaged, have a disability, and/or are ELL. Accommodations are made to ensure the tests reflect accurate aptitude and achievement for those students who are physically and/or sensory disabled. The district adheres to accommodations identified in student IEPs or LEPs. Students are administered tests in their native language whenever possible.

     

    Referral Process

      1. Complete the Gifted Identification Referral Form. Gifted Identification Referral Form ACCESS HERE
      2. Gifted Identification Referral Form should be submitted to the student’s counselor or building principal.
      3. Parents will be notified of when an evaluation will take place. Princeton conducts gifted evaluations three times a year, once in fall, winter and spring for Math and Reading.
      4. Students transferring into the district will be assessed within 90 days of a parent request for evaluation.
      5. Parents will be notified of the screening results within 30 days of receipt of the test results by the district.



    Gifted Intervention Specialists: A Gifted Intervention Specialist, also known as a GIS, is a teacher who has an extra certification specialized in working with students who are identified for gifted services.


    For more information: The Ohio Department of Education outlines specific requirements for school districts to support their students who are identified for gifted services. The links below provide information and resources for parents interested in learning more.

     

    Ohio Department of Education Home Page:

    http://education.ohio.gov/Topics/Other-Resources/Gifted-Education

    National Association of Gifted Children Home Page:

    http://www.nagc.org/

    Ohio Association of Gifted Children Parent Page:

    http://www.oagc.com/parents.asp

    SENG (Supporting the Emotional Needs of Gifted)

    http://sengifted.org/

     

    Identification for Gifted Services

     

      • Specific Academic Ability: Students who scored at the 95th percentile or higher on the math or reading portion of the Measures of Academic Progress test, (MAP) given three times a year. Other assessment instruments used for gifted identification can be found in the related files section below.
      • Superior Cognitive Ability: Students who scored two standard deviations above the mean plus or minus the standard error of measure on Cognitive Abilities Test (CogAT). Other assessment instruments used for gifted identification can be found in the related files section below.
      • Creative Thinking Ability: Identifying creative thinking ability is a two-step process. Districts can identify a student as gifted in creative thinking when the student receives both a qualifying score on an approved assessment of cognitive abilities (intelligence test), as well as a qualifying score either on an approved checklist of creative behaviors or a test of creative ability.



    The following service is in place for students for the school year:

    Services 

    Services and support consist of a combination of the following components: differentiated instruction, advanced course work, classroom cluster grouping, direct services in math, and acceleration.  

    Differentiated Instruction

    Gifted education support begins in the general education classroom.  In Princeton City Schools Gifted Services may be provided through the use of differentiated instruction in the regular classroom. Identified students will work on meaningful lessons with their regular classroom teachers. Differentiated work is provided to students based on the student’s interests, needs, and abilities. Teachers use formative assessment data to determine the knowledge base of the students and provide alternative activities that broaden or deepen the lesson, or promote higher level thinking skills. An educator, who holds licensure or endorsement in gifted education, will consult with the classroom teachers as well as assist in collaboration with students, parents, and teachers to ensure that student work is appropriately challenging. In addition to consultation, Princeton’s teaching staff receives ongoing professional development that focuses on effective instructional strategies for gifted children.

    Advanced Course Work

     (Grades 6 – 8) At each grade level, identified gifted students are grouped together on a teaching team. The students are provided services through the rigor and design of these advanced courses. A Written Education Plan, (WEP) is implemented appropriately for their area of identification, which outlines their service. The teachers of these teams receive ongoing assistance and/or professional development from an educator with gifted licensure or the coordinator for gifted services.

    (Grades 9 – 12) Identified students taking high-level courses which are either International Baccalaureate, (IB) or Advanced Placement, (AP) classes, are provided services through the rigor and design of these courses. A Written Education Plan, (WEP) is implemented appropriately for the student’s area(s) of identification, which outlines their service. The teachers of the high-level courses receive ongoing assistance from an educator with gifted licensure or the coordinator for gifted services.

     

    Classroom Cluster Grouping

    Cluster grouping is a method of grouping identified gifted students in the classroom of one teacher, while the other students in that class are of mixed ability. Through cluster grouping, advanced learners can receive differentiated instruction and curriculum appropriate for their level, from the regular classroom teacher. Furthermore, gifted students can better understand and accept their learning differences if there are other students with similar needs in the class. Cluster teachers look for opportunities to stretch the learning of all of the children in their classrooms but especially the gifted identified students.  Knowing that the gifted students are quick learners and naturally curious, the cluster teachers are always ready to provide opportunities for growth and stimulation to move forward at a faster pace. Students identified as gifted in the areas of Reading or Creative Thinking may receive gifted service through cluster grouping. Cluster grouping provides an effective, research-based complement to Princeton City Schools’ continuum of gifted experiences.


    Direct Math Service

    Direct services in math and/or reading are provided from a gifted specialist and/or classroom teacher with ongoing professional development in the area of gifted education. These services provide opportunities for critical and creative thinking, problem-solving, and independent learning through rigorous lessons. Direct services are provided in the regular classroom and/or gifted classroom setting.

    Grades 4 & 5 - Students will be offered service in math. Students identified for this service will receive instruction from a gifted intervention specialist. The specialists will work together to design services that meet the Ohio Department of Education's operating standards for identifying and serving gifted students. Students will participate in units where they can explore standards at a deeper level, and/or a faster pace, and/or at a higher grade level. Additionally, students will participate in differentiated units that support mathematical thinking. Students attending this service will have a written education plan (WEP) outlining their services for the year.

    Acceleration

    Another level of gifted service offered in Princeton is acceleration. Students may be placed in above grade level content through an evaluation process and team decision. Acceleration opportunities exist at all levels and include early entrance, subject acceleration, whole grade acceleration, or early graduation. This research-based service allows high ability students to engage in academic challenges appropriate to their needs and overall development.

     
     

    Withdrawal Procedures

    Parents of gifted students may request their child be withdrawn from gifted services by submitting a written request to the coordinator for gifted services. The coordinator will review the request and will arrange a meeting of all stakeholders to determine the best course of action for the student. 

     

     

    Appeals Procedures

    Appeals Procedures for Identification and Service

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

    Screening procedure or assessment instrument (which results in identification);

    Scheduling of children for assessment;

    Placement of a student in any program;

    Receipt of services.

     

    Parents should contact the Gifted Education Team via their child’s principal to discuss the nature of the concern.  If the issue is not resolved, an appeal must be submitted in writing to the Superintendent.

    The Superintendent or designee will meet with the parent/guardian, and possibly 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). If you have questions about your child's placement, please contact: 


    Elementary School: Tonya West Wright, (513) 864-1060
    Middle School: Robin Nguyen, (513) 864-2134
    High School: Michele Ritzie, (513) 864-1845


    Acceleration Policy

    Princeton City Schools is required to follow an acceleration policy adopted by the state where a standard team process is followed. 
    Early Entrance to Kindergarten Parents interested in having their child enter kindergarten early can find more information in the related files section below which include FAQs, a letter describing requirements, and a referral form. 
    Whole Grade Acceleration Parents interested in having their child whole grade accelerated must complete an acceleration form which can be found in the related files section below. This form will be reviewed by the coordinator for gifted services who will then contact you with a course of action. 

     

    New Students

    If you are new to our district and you feel that your child may be identified as gifted please contact Tonya West Wright at 864-1060.

     

     

District Elementary Gifted Intervention Specialists (GIS)

District Advanced Studies Coordinators