Gifted Gossip

April 21, 2014

Did you know?????

Paulding Exempted Village Schools currently have 160 students identified as gifted.


72 are identified in the area of reading.

51 are identified in the area of math

35 are identified as superior cognitive

55 are identified in the area of social studies

52 are identified in the area of science.


As you can see from the total, many of our students have multiple areas of identification.


And......did you know...this newsletter was created at a FREE web site called smore.com.

Identification of Gifted Students

Who is gifted in Ohio by law and rule?

The state of Ohio identifies children as being gifted in the following areas:

1. math

2. science

3. reading, writing, or a combination of these skills

4. social studies

5. creative thinking

6. superior cognitive ability

7. visual or performing arts ability


Districts must have regular opportunities for assessment of giftedness based on referrals from teachers, parents, or other children. Referrals are available from me, in building offices, or on my website. This year we did whole grade screening in grade 2 using the Cognitive Abilities Test, and in grade 6 using the Terra Nova.

Top 10 Things Teachers Should Know About Gifted and Talented Students

1. Gifted students don't look the same. They can show their gifts and talents in the following manners: a. general intellecutal ability, b. Specific academic field ability, c. creativity, d. artistic, e. leadership, f. affective

2. Gifted students need support, such as special services, advanced content, peer interaction, and acceptance of their uniqueness

3. Know your students. This means always be aware of their readiness levels, interests, and learning profiles or preferred way of learning.

4. Know the program. Be aware of your state definition of giftedness and what services are available in your school/district.

5. Possible Classroom Behavior - Sometimes gifted students can ask questions that appear to be "out in left field". That can be because they are processing information at more rapid rate or thinking ahead of the content being presented. They also may have limited same age friends because of their more advanced processing.

6. Asynchronous Development - Many gifted students carry on very adult conversations but may cry is they get their feelings hurt by another student. Their chronological age, social, physical, emotional, and intellectual development may all be at different levels.

7. Abstract and Complex - Gifted students often think abstractly and with such complexity that they may need help with concrete study and test taking skills. They may not be able to select one answer in a multiple choice question because they see how all the answers might be correct.

8. Perfectionism - They may equate achievement and graades with self-esteem and self-worth, which sometimes leads to fear of failure and underachievement.

9. Multi-potentiality - They can be successful in several areas. This can impact course selections, careers, and life-paths.

10. Problem-Solvers - They benefit from working on open-ended, interdisciplinary problems.

The W.A.P. (Written Acceleration Plan)

The model student acceleration policy for advanced learners calls for the creation of "written acceleration plans" for students who are accelerated by subject or by grade. The Iowa Acceleration Scale is currently the only assessment process approved by ODE for evaluating candidates for early entrance to Kindergarten and whole grade acceleration for students in Kindergarten through grade 9. If you have a student you feel should be accelerated please contact me so that a written acceleration plan can be developed.

The W.E.P. (Written Educational Plan)

Any student identified as gifted and reported as served must have a Written Educational Plan (W.E.P.)The W.E.P shall include:

* Student name, date of birth and other identifying information

*Date(s) and category(ies) of identification

*Names of teachers and others participating in the WEP

*Date prepared/revised

*Delivery model for services, i.e. resource room, classroom cluster, etc.

*strategies for differentiation, ie.e. subject acceleration, tiered assignments, etc.

*Any other information needed to describe and document the specialized instructional services the student receives and to report student progress.


The WEP must be reviewed annually.