For Elementary, Middle School, High School
Gifted Frequently Asked Questions
In what areas can students be identified as gifted?
Students can be identified as gifted in the area(s) of:
- Superior Cognitive Ability (Scoring at least two standard deviations above the mean (mean = 100) +/- the standard error of measure on a state-approved, nationally-normed abilities test - i.e. CogAT, Inview, NNAT, etc).
- Specific Academic Achievement - Math, Reading, Science, Social Studies (Scoring at or above the 95thpercentile on a state-approved, nationally-normed achievement test – i.e. MAP, Iowa, Stanford)
- Visual and Performing Arts – Visual Arts, Music, Drama, Theatre, Dance Demonstrated superior ability through a display of work, an audition, or other performance or exhibition, in a visual or performing arts area and exhibited sufficient performance on a state-approved checklist of behaviors related to a specific arts area.
- Creative Thinking Ability Scoring at least one standard deviation above the mean on a state-approved test of creative ability – i.e. CogAT, Inview, NNAT and exhibited sufficient performance on a state- approved checklist by a trained individual of creative behaviors.
When will students be tested for Gifted Identification?
Worthington offers whole group screenings for superior cognitive ability in 2nd and 4th grade. MAP testing, which is administered on an on-going basis in grades 2-8, is used for gifted identification in the achievement areas of math and reading. A referral for testing can be made no more than two times per academic year (whole group screenings count as one of those referrals each year).
How will I know my child has been identified as gifted?
Once a student has met the criteria established by the state for gifted identification in any area, you will be notified with a Letter of Gifted Identification. This letter will notify you of the area(s) of gifted identification and the qualifying score and test. Letters should be kept for your records.
I have received a Letter of Gifted Identification for my child(ren). What does that mean?
While there is a state mandate for gifted identification, there is no mandate for gifted services. Districts receive a limited amount of funding for services, and therefore, districts determine services that are in compliance with Ohio Gifted Operating Standards (OAC 3301-51-15) to best meet the needs of its population.
At the elementary level, students in grades 3-5 who are identified as gifted in the areas of superior cognitive ability AND math qualify for placement into a self-contained, single-subject course (most commonly known as EPP Math). This service is provided by a licensed gifted intervention specialist who serves as the math teacher of record for students in the program. The EPP Math program is designed to take the math content standards into more depth, breadth, complexity, and in some instances, at an accelerated pace. In addition, the program incorporates other enrichment and extension activities designed specifically to meet not only the academic needs, but the unique social and emotional needs of the gifted learner as well.
Students in grades 3-5 identified as gifted in the areas of superior cognitive ability AND reading are placed into an Elementary Reading cluster group with five to eight like ability peers. The teacher of an elementary reading cluster is receiving on-going high quality professional development on meeting not only the academic needs of the gifted learner but also the social and emotional needs as well. Classroom teachers are required to participate in 60 hours of professional learning over a four year period specifically focused on the gifted learner.
This service is also available at the middle school level for 6th - 8th graders who have been identified as gifted in the specific academic area of reading but do not have the gifted identification in the area of superior cognitive ability.
For 6th-8th graders who have been identified as gifted in the areas of both superior cognitive ability AND reading, they are served in a self-contained, single-subject course (most commonly known as Enriched Language Arts). With this service, a licensed gifted intervention specialist with a language arts background, serves as the students teacher of record for English Language Arts. Very similarly to the elementary math program, the Enriched English Language Arts is designed to take the curriculum standards into much more depth, breadth, and complexity with opportunities for the gifted intervention specialist to address the social and emotional needs of the gifted learner.
For 6th and 7th grade math students who have been identified as gifted in the areas of superior cognitive ability and/or Math, they are served with Accelerated Math. This is two courses that condense 3 years of math (Math 6, Math 7, and Math 8) into 2 years
At the high school, all academic opportunities are self-selected and do not require a gifted identification for the various programs and coursework. Advanced Placement (AP), International Baccalauereate (IB), and STEM are all good options for students to provide a rigorous and challenging education. Both AP and IB teachers are receiving on-going high quality professional development on meeting not only the academic needs of the gifted learner but also the social and emotional needs as well.
Students enrolled in AP and/or IB courses and whom have been identified as gifted in the area corresponding to the course will be considered as served in his/her area of gifted identification. For example, a student who is identified as gifted in reading and taking AP English Language & Composition is considered served as defined by Ohio’s Gifted Operating Standards.
My child has been identified as gifted but does not meet the criteria for placement into formal gifted services (i.e. EPP Math Program or Enriched ELA). How can I be sure my child is being challenged?
Teachers throughout the district use formative assessments to guide instruction for all learners, including gifted identified students. Teachers are able to differentiate instruction as needed to make sure that students are receiving the most appropriate level of instruction and challenge. As a parent, you are encouraged to open that line of communication with your child’s teacher to get a better understanding of how your child’s needs are being met.
How do I know if my child is being served in a gifted service?
Any student who meets the criteria for placement into any of the services described above will receive a Written Education Plan (WEP). The WEP provides you as a parent with information such as a description of the service to be provided, goals for the student in the service setting, methods and schedule for reporting progress, staff members responsible for ensuring delivery of specified services, and date for which WEP will be reviewed for possible revision.
My child consistently scores high on nationally-normed assessments (i.e. MAP, CogAT) and has a teacher who has provided extensive enrichment and extensions to the grade level curriculum, but my child still complains that she is bored.
It is important to understand that being “bored” can have a number of meanings. It does not always have to mean that the curriculum is not challenging enough. In some instances, it can actually mean that something may be a little too challenging for the student, so the student is avoiding engaging in the task altogether. This can often be the case when a child is used to having things come easy to him/her and is faced with a challenge that requires effort and a healthy struggle. It can also mean that your child has no interest in the topic of study. We as adults can sometimes relate to this. These are the tasks that we tend to put off or avoid. Through dialogue with your child’s teacher, it is important to get some insight on what exactly being “bored” means. Is it too easy? Too hard? Not an area of interest? Something else?
Sometimes, however, despite numerous enrichment and extension opportunities provided, it is possible that your child needs the additional challenge of a subject or whole grade acceleration when grade level curriculum has been mastered. This intervention is for a very small percentage of the population, and a student need not be identified as gifted in order to be referred for acceleration.
A subject acceleration would require that a student go to the next grade level for instruction in one or more content areas. With a subject acceleration a student then is assessed at that grade level for any state testing. A whole grade acceleration will address the needs of a student who demonstrates readiness academically, socially, and emotionally in all areas to support a move to the next grade level.
A number of factors, including quantitative and qualitative, are used by an acceleration team to make an informed decision on best placement for a student. This becomes a permanent placement after the nine week transition period. A student who just qualifies is probably not the ideal candidate for acceleration. One must examine the potential for long-term achievement. Accelerated students should be expected to achieve, relative to their new grade peers, at a high level that is generally comparable to their performance in their previous grade. These students are typically in the top 10% in a class and one would expect them to remain in the top 10% throughout their academic career. Thus, test scores should be strong in order for acceleration to be successful.
For more information on acceleration, visit http://www.accelerationinstitute.org/Resources/QA/. For families considering whether or not acceleration is the right intervention for their child, contact the child’s teacher to get an idea of the student’s progress within the classroom and what extension and enrichment opportunities have been implemented in the classroom to stretch and engage the learner. You may also contact the gifted services department with any questions about acceleration.
I have received a No Services Letter from the Gifted Services Department the last couple of years. Why are you sending this letter to me AGAIN?
Under Ohio’s Gifted Operating Standards (OAC 3301-51-15), we are required to send an annual notification of no gifted services to the family of any student identified as gifted in any area who is not receiving formal service, such as elementary EPP Math, elementary language arts cluster grouping, or MS Enriched ELA. As mentioned above the state of Ohio mandates gifted identification but not gifted services. Districts receive a limited amount of funding for services, and therefore, districts determine services that are in compliance with Ohio Gifted Operating Standards (OAC 3301-51-15) to best meet the needs of its population. As also mentioned, even if a student identified as gifted but is not served in formal programming, the student is still having his/her needs met within the regular classroom setting.
