The Gifted Advocate
September 2023
Dear Worthington Families and Staff,
I hope that the start of the school year has been a wonderful one for you and your family. I always enjoy getting out in the buildings this time of year to see the excitement of the students and teachers, alike, as they settle into new routines, get to know one another, and begin this year-long journey of learning so many new things.
The Gifted Advocate is distributed a couple of times a year to the families of students identified as gifted in one or more areas, regardless of whether or not a student is receiving formal services. This first issue is designed to provide you with information about gifted in Worthington and resources to help you navigate the world of parenting a student identified as gifted.
I also encourage you to visit the Worthington Schools Gifted Services website for detailed information related to gifted identification, services, policy, and parent and student resources.
Please do not hesitate to reach out if you have any questions or need additional information.
Wishing you and your family a great school year,
Suzanne Palmer
Coordinator, Gifted Services & Enrichment
Destination Imagination: 2023 - 2024
For Elementary, Middle and High School
Join us Thursday, September 28, 2023 - 6:30pm for an Informational Night at the Worthington Education Center, Room 100.
We are excited that once again Worthington students will have the opportunity to participate in Destination Imagination (DI)!
Destination Imagination teams are dependent on parents serving as team managers. A team manager recruits students, supervises team meetings throughout the year and attends the regional tournament as well as state and global tournaments if their student team qualifies. A small supplemental contract is provided to team managers. We can’t thank our parents enough for taking on this role for our students.
Want to learn more about becoming a DI team manager in Worthington? All information can be found in the Welcome to DI Presentation.
Ready to be a DI Team Manager? Sign up here to be a Destination Imagination Manager!
If you are not able to commit the time to be a team manager, we invite you to be a team appraiser for one of our DI teams, which only requires you to attend a training session and the tournament. It’s a great way to become familiar with the program before possibly serving as a team manager in the future.
For those new to Destination Imagination, this program encourages teams of learners to have fun, take risks, focus, and frame challenges while incorporating STEM (science, technology, engineering, and mathematics), the arts, and service learning. Participants learn patience, flexibility, persistence, ethics, respect for others and their ideas, and the collaborative problem-solving process. Teams present their solutions and have a chance to advance all the way up to Globals to be held later this coming spring.
Worthington has been well represented at all levels of DI, including Globals for the past few years, and we doubt this year will be any different.
For additional information, please visit: https://www.smore.com/r7btd.
Mark Your Calendars: 2023 - 2024 Test Dates
For High School Only
Advanced Placement (AP)
- Dates: May 6-17, 2024
- Location:
- TWHS AP exams will be administered at the Worthington Education Center due to construction.
- WKHS AP exams will be administered at Worthington Kilbourne High School.
- Registration is now open for AP testing. Please visit www.worthington.k12.oh.us/APExam for details on timing, cost & registration.
ACT
Registration: http://www.act.org/
Location: Thomas Worthington High School
Dates:
December 9, 2023
- February 10, 2024
SAT
Registration: https://satreg.collegeboard.org
Location: Worthington Kilbourne High School
Dates:
- October 7, 2023
- November 4, 2023
- December 2, 2023
- March 9, 2024
- May 4, 2024
- June 1, 2024
If for some reason our district SAT and ACT tests dates conflict with your student's schedule, they are welcome to take these tests at any of our neighboring districts on alternate dates. For more information on how to register for either of these tests, please visit www.act.org or www.collegeboard.org.
Scholarships
Ohio Association for Gifted Children: Scholarship Opportunities
The Ohio Association for Gifted Children’s mission is to promote and support the development of gifted students through dissemination of information, advocacy on their behalf, encouragement of affiliate organizations, and to promote research and education for gifted children. One way the organization supports the development of gifted students is through the awarding of several scholarships each year. The following scholarships are available to identified gifted learners annually:
- OAGC Susan Faulkner Arts Scholarship (Deadline: November 15th) - Open to students in grades K-12 who are applying for a special program or activity to further encourage or nurture an interest or talent in an area of the visual or performing arts.
- OAGC Student Scholarship (Deadline: February 15th) - Each year OAGC offers scholarships to K-12 gifted Ohio students for special activities that extend their special talent/interest areas.
- OAGC College Scholarship (Deadline: April 15th) - For any gifted-identified student who is about to enroll in his/her first year of college and/or a student currently enrolled full time in an undergraduate program of an Ohio college.
- OAGC Distinguished Student Award (Deadline: June 1st) - This scholarship is awarded annually by OAGC for students currently in grades 3-6, and covers the areas of academics, arts, athletics, and leadership. The Ohio nominee will be recognized, along with his/her family, at the OAGC Fall Conference.
To learn more about each of the scholarships and/or access the application, please visit Scholarships – OAGC
The Jack Kent Cooke Foundation
College Scholarship Program
The Jack Kent Cooke Foundation College Scholarship Program is among the largest undergraduate scholarship programs available to high-achieving high school seniors with financial need who seek to attend the nation’s best four-year colleges and universities.
Each award is intended to cover a significant share of the student’s educational experience – including tuition, living expenses, books and required fees.
Awards vary by individual, based on the cost of tuition as well as other grants or scholarships they may receive.
Application is open until November 16, 2023. More information can be found by visiting the website.
The Cooke Young Scholars Program
The Cooke Young Scholars Program is a selective five-year, pre-college scholarship for high-performing 7th grade students with financial need. It provides comprehensive academic and college advising, as well as financial support for school, Cooke-sponsored summer programs, internships, and other learning enrichment opportunities. For more information, please visit their website.
OAGC Virtual Family and Community Day
Sunday, October 15, 2023, 2:00 - 5:00 PM
Registration is Free: Link to Online Registration for this Virtual event
Featuring Presenters: Anne Flick, Molly Issacs-McLeod, Katrice Quitter, and Lauren Webb
Agenda:
- 2:00 - 2:10 PM - Welcome
- 2:10 - 3:00 PM - Beyond Legos: Hands-On Activities to Nurture Spatial Reasoning - Anne Flick and Lauren Webb
- 3:00 - 4:10PM – The Question is the Answer -Katrice Quitter
- 4:10 - 5:00 PM - Early College: Which is the Right Path for Your Child - Molly Issacs-McLeod
Invention Convention
For Elementary, Middle and High School
Worthington has been a long-time participant of Invention Convention and is looking forward to participating again this year. This strong enrichment program encourages students to use their creative thinking to invent new products or improve existing products to help simplify our daily lives.
Since the inception of the Worthington Science Day, Invention Convention has been a part of that fun experience. Watch for more information to come on Science Day. Students can work independently or with a partner on their invention. Invention Convention is available to all students, grades K-12 For more information, please visit the Invention Convention website at www.inventionleague.org.
Students have the opportunity to represent Worthington at the state level to compete for scholarships and other exciting prizes, as well as the chance to advance to the National Invention Convention & Entrepreneurship Expo.
Northwestern University Midwest Academic Talent Search (NUMATS)
For Grades 3-9
NUMATS, a program offered through the Center for Talent Development, is an opportunity for gifted and high ability students, grades 3 to 9, to take above level tests such as the ACT, PSAT, and/or SAT. By participating in above grade level testing, educators and parents are able to get better insight on what students are ready to learn by removing the “ceiling effect” of grade level assessments. For more information about the above grade level testing and programs offered by the Center for Talent Development, visit: www.ctd.northwestern.edu/numats
Frequently Asked Questions - Gifted Services
For Elementary, Middle School, High School
The state of Ohio sets the rules and regulations regarding gifted identification and services.
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 Baccalaureate (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.