GroveportMadisonGiftedHandbook ParentEdition

GroveportMadisonGiftedParentHandbook TableofContents

StatementofPurpose……………………………………………………………………………………………..1 Gifted IdentificationinOhio…………...……………………………………………………………………..2 GiftedinGroveportMadison………………………………………………………………………………..3-5 Referralinformation……………………………………………………………………………………………….6 IdentificationProcess&WrittenEducationPlans……………………………………………...7-9 AppealProcedures&WithdrawalfromService…………………………………………………...10 Accelerationinformation………………………………………………………………………………….11-13 EarlyEntranceInformation……………………………………………………………………………..14-15 FAQ’srelatedtogiftedprogramming……………………………………………………………….16-17 PortraitofaGiftedClassroom……………………………………………………………………………...18 GiftedvsHighAchieversvsCreativeThinkers…………………………………………………….19 CommonSocialEmotionalIssuesandhowtoworkwiththem……………………….20-27 WhyGiftedChildrenFailandHowtoPreventIt……………………………………………..28-30 KeystoHelpGiftedKidshaveaSuccessfulSchoolYear………………………………….31-32 OnlineResourcesforGiftedParents……………………………………………………………………33 Homeenrichmentideasandresources…………………………………………………………..34-36 Commontermsusedingiftededucation………………………………………………………..37-40

Appendices

AppendixA: AssessmentsUsedInGroveport

AppendixB: FormSamples

-	ReferralForm -	WEP
-	WAP

-	AppealForm

-	WithdrawalfromServices

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StatementofPurpose

DearParents,

Inalignmentwithourdistrictmissionto“buildacommunityoflearners,leaders andresponsiblecitizens”theGroveportMadisongifteddepartmentstrivestoprovide opportunitiesforourgiftedlearnerstogrowandsucceedthrougharobustcontinuum ofservicesbeginninginthefirstgradeandcontinuingtograduation.

Thepurposeofthishandbookistoprovidefurtherexplanationintothenatureand needsofgiftedlearners,aswellasthedistrictspecificinformationsurroundingour programofservices. Throughthisresourceparentsareprovidedwitheverything fromthedefinitionofgiftednessinOhiotospecificactivitiesandresourcestospecific servicesateacheducationallevel.

Weappreciateyourcontinuedsupportanddedicationtothegrowthofourstudents. Pleasedon’thesitatetoreachoutwithadditionalconcernsandquestions.

Sincerely,

Dr.AngelaErvin CoordinatorofTeachingandLearning angela.ervin@gocruisers.org

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GiftedIdentificationintheStateofOhio

StateofOhioGiftedIdentificationCriteria Superiorcognitiveability
Achildshallbeidentifiedasexhibiting"superiorcognitiveability"ifthechildperformsinthefollowing ways:

1.	Onnationallynormedabilitiestest,(inGMLS,thisistheIn-ViewAbilitiesTest),mustscorea128 oraboveor;
2. Performedatorabovetheninety-fifthpercentileonanapprovedindividualorgroup standardizebasicorcompositebatteryofanationallynormedachievementtestor;
3. Attainedanapprovedscoreononeormoreabovegrade-levelstandardized,nationallynormed approvedtests.

SpecificAcademicAbility Achildshallbeidentifiedasexhibiting"SpecificAcademicAbility"ifthechildperformsinthefollowing ways:

1.	Scoredatorabovethe95thpercentileonanapprovedindividualorgroupadministered nationallynormed,standardizedAchievementtestinoneormoreofthefollowingareas: Reading,Mathematics,ScienceandSocialStudies
2. Attainedanapprovedscoreononeormoreabovegrade-levelstandardized,nationallynormed approvedtests.

CreativeThinkingAbilities

IdentificationforCreativeThinkingAbilityinvolvesatwo-prongedprocessbecausethestudentis evaluatedforcognitiveabilitiesandforcreativecharacteristics.Evaluationsofthiskindcanoccurin conjunctionwiththereferral/screeningprocessforSuperiorCognitiveAbilities.

Achildshallbeidentifiedgiftedin"CreativeThinkingAbilities"ifthechildperformsinBOTHofthe followingways:

1.	Scoredatoraboveonestandarddeviationabovethemeanonanapprovedindividualorgroup standardizedintelligencetestadministeredbyaqualifiedprofessional,AND
2. Exhibitedsufficientperformance,asestablishedbythedepartmentofeducation,onan approvedchecklistbyatrainedindividualofcreativebehaviors.

VisualandPerformingArtsAbility

Section3301-51-15oftheOhioAdministrativeCodeprovidesthefollowingdefinitionof"visualor performingartsability"astheabilityinareassuchasdrawing,painting,sculpting,music,dance, drama.Astudentshallbeidentifiedasexhibiting"visualorperformingartsability"superiortothatof childrenofsimilarageifthestudenthasdonebothofthefollowing:

1.	Demonstratedthroughadisplayofwork,anaudition,orotherperformanceorexhibition,a superiorabilityinavisualorperformingartsarea;
2. Exhibitedsufficientperformance,asestablishedbytheDepartmentofEducation,onan approvedchecklistofbehaviorsrelatedtoaspecificartsarea.

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GiftedinGroveportMadison

TheOhioDepartmentofEducationpublishesGiftedOperatingStandardsthatallOhiodistricts mustfollowwhenidentifyinganddesigningservicesforgiftedchildren.Whilegifted identificationisrequiredbylaw,giftedservicesarenotmandated.

ThroughtheuseofOhio'sContentStandards,giftedprogrammingisfocusedonevidence-based practices,whichincreasetherigorofinstruction,strengthencognitiveabilities,increase creativity,andfosterthesocialandemotionaldevelopmentofgiftedlearners.Emphasisis placedonenhancinginterpersonalandtechnicalcommunicationinthe21stCenturyforgifted youthtorealizetheirpotential.

TheGroveportMadisonGiftedandTalentedTeamisdedicatedtoprovidingappropriateand challengingservicesforourgiftedyouth.Studentsmustmeetgiftedidentificationcriteriaset forthbytheStateofOhioandthenmustmeettherequirementssetbytheGMLStoqualifyfor specializedprogramming.

CurrentProgrammingOptions *Weareconsistentlyexaminingtheneedsofourstudentsandprogrammingcanchangeto ensureopportunitiesaligntogiftedneeds.

GMLSisdedicatedtoexpandingopportunitiesforallstudentstoreachtheirpotential;withthis goalinmindweworktoserveourstudentsthroughastrongcontinuumofservices,whichbeginsin thefirstgradeandcontinuesuntilourstudentsgraduate.

ElementaryServices OurteamofGiftedInterventionSpecialists,housedatSedaliaElementary,teachesallofour elementarystudentsingrades1-5.Theseareeducatorswhohavereceivedspecializedtrainingin ordertomeettheneedsofgiftedlearners.Studentswillbeinspecialcoursesectionsthatwill includeonlyotherstudentswiththeirsameareasofidentificationwhoareatsimilarlevelsof understanding.Throughthesegroupingsourspecialistsareabletoworkwithboththeacademic andsocial-emotionalneedsofourgiftedstudents.Studentswhoareidentifiedinreading,math receiveservicesintheirareaofidentification.Superiorcognitivestudentsreceiveservicesinboth readingandmathematics.Morespecificinformationaboutourprogrammingisexplainedbelow.

Grades1-5Reading OurelementaryreadingserviceincludestheWilliamandMaryLiteratureUnitscreatedspecifically forgiftedlearners,aswellasadditionalnovelstudyalignedtoboththegradelevelstandards,as wellasabovelevelstandards.Giftedlearnerswillgainexposuretoavarietyofgenresandworkon theirabilitytothinkcritically,provideevidencefromreading,andanalyzewhattheyread.They willengageinrichdiscussionwithlikemindedpeersonadailybasis.Fourthandfifthgrade studentswillalsoenhancetheirgrammaticalunderstandingthroughourCaesar’sEnglish

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program.Bytheendoftheirelementarycareer5thgradestudentswillextendtheirunderstanding bybeginningworkwiththe6thgradestandards.

Grades1-5Math TheGiftedSpecialistswilladjusttheinstructionallevelforourgiftedmathstudentsbyusing resourcesappropriateforyounggiftedmathlearners,includingourgiftedmathtextadoption,M3 MentoringMathematicalMinds.Throughthismathinstructionstudentswillbeexposedtocontent abovelevelandwillpreparefortheirpathofaccelerationingiftedservices.Theuseofhandson learningandexplorationaidsourstudentsintheirgrowthanddevelopmentasmathematical thinkers.Ifsuccessfulonthispaththroughtheelementaryyears,thesestudentswillhavethe opportunitytotake6thgrademathwhilestillattheelementaryschool.

MiddleSchool GMLSMiddleSchoolGiftedProgrammingcontinuesthroughgrades6,7and8,formath,reading andscience.Giftedidentifiedstudentsineachofthoseareas,aswellasthosewithsuperior cognitiveabilitiesparticipateinhonorslevelcoursesforeachidentifiedsubjectareaeveryday.The GiftedInterventionSpecialistmaybethefull-timeinstructorfortheservice. Studentswillworkat afasterpaceinthesespecializedcourseswithcurricularmaterialscreatedspecificallyforgifted learners.

HighSchool OurhighschoolservicesinvolveavarietyofbothHonorsandAdvancedPlacementCourses(AP)in whichstudentsmayearncollegecreditwhilestillinhighschool.Giftedstudentsmayalsopursue CollegeCreditPlus,creditflex,coursestakenthroughthecareer centeraswellasother opportunitiesthatenablethemtoearncreditsinnon-traditionalways,graduateearly,accelerate throughcontent,oradvancetheirunderstandingofspecificcontent.Teachersofthesecourses receivespecializedprofessionaldevelopmenttoaidthemincorporatingrigor,depthand complexityintocoursework.

● MorespecificinformationcanbefoundonthefollowingpagesinourGiftedServicePlan andPolicy

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GroveportMadisonDistrictServicePlan

The district ensures equal opportunity for all district students identified as gifted to receive anyservicesofferedbythedistrictforwhichthestudentmeetsthecriteria.

DistrictName forService
	
ServiceSetting
	
Grade Level
	
CriteriaforService
	
ServiceProvider

GiftedSingle SubjectSelf Contained
	
Self-Contained Classroom (Single Subject)
	
1-8
	
1-5giftedmathsections: superiorcognitiveorMathID formathcourses
1-5giftedreadingsections-superiorcognitiveorreading IDforreadingcourse sections

6-8:superiorcognitiveor mathORreadingORscience IDforcorrespondingareasof service.
	
AllGiftedSpecialists

6-12 HonorsCourses
	
Regular Classroom Honors
	
6-12
	
Giftedidentificationin mathematics,reading,S.S.or science;ORsuperior cognitiveability
	
RegularClassroom TeacherswithGIS andGifted Coordinatoras supportand providingPD.

SingleSubject Acceleration withGISasthe teacherof Record
	
Self-Contained SingleSubject
	
5,8
	
Meetsdistrictsinglesubject accelerationanddata requirements AccelerationCommittee Agreement
	
GIS 5/6compactedmath 8Algebra 8/9CompactedELA

APCoursework
	
Regular Classroom AP
	
11-12
	
Giftedidentificationin superiorcognitiveabilityor SA/M,orReading,orScience, orSS(thesubjectarea correspondingwiththe courseofenrollment)
	
AP-trained teacher withauthorizedAP courseandtraining byGifted Coordinatoror Specialist

CCPApproved course(varies)
	
Regular ClassroomCCP
	
7-12
	
Giftedidentificationin superiorcognitiveabilityor anySA/M,R,Sci.,SSinthe subjectareacorresponding withthecourseof enrollment
	
CCPTrainedteacher withauthorized course

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ReferringaStudentforGiftedServices

Parentshavetherighttorequestthattheirchildbescreenedforpossiblegiftedidentification. This requestisknownasareferral. Parentsshouldreceiveinformationonmakingareferralupon requestorcanfindthereferralformwithinthehandbookappendixaswellasonthedistrict website. Studentscanreceiveuptotwoopportunitiesperyearfortesting.Testingwilltakeinto accountaccommodationsthatmayincludestudentslearningEnglishasasecondlanguageorwith disabilitiessothatresultsaccuratelyreflectaptitudeorachievementlevels.

Children may be referred to the Gifted Coordinator in writing on an ongoing basis, based on the following:
· Childrequest(self-referral); · Teacherrecommendation;
· Parent/guardianrequest; · Childreferralofpeer;and
· Other(e.g.,psychologist,communitymembers,principal,giftedcoordinator,etc.)

OutofDistrictScores

The district accepts scores, completed within the preceding 24 months on assessment instruments approved for use by the Ohio Department of Education, provided by other schools and/or trained personneloutsidetheschooldistrict.

Transfer

The district ensures that any child transferring into the district will be assessed within 90daysof thetransferattherequestoftheparent.Parentsshallcontactthebuildingprincipal.

ServicesforTransferStudents

A transfer student who meets the criteria forservicewillbeeligibleforgiftedservices. Ifastudent enters the district and space is not available in a class they will be invited to begin services the followingyear.

ProcedurestoEnsureEqualAccesswithinServices

· Studentswhomeetidentificationcriteriaareinvitedtoservice

· Transportationisguaranteedwithinthedistricttodistrictprogrammingwhichisonlyincertain schools
· Asnewstudentstransferinorareidentifiedduringtheyearthedistrictevaluatesenrollment andincaseswherestudentscanbeplacedinservicewhereequalaccesscanbegivenacrossthe districtplacementwillbemade.

Reassessment

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When the screening assessment has been completed, if the data is from an approved screening instrument or from an identification instrument on whichthestudentiswithinadistrict-specified rangebelowtheidentificationscore,re-assessmentforpossibleidentificationoccurs.

IDENTIFICATIONPROCESS

The district shall provide at least two opportunities each year for assessment in the case of children requesting assessment or recommended for assessmentbyteachers,parentsorother children.

The district ensures there are ample and appropriate scheduling procedures for assessments and reassessment using different types of assessments and in accordance with the state operating standards for identifying and service students who are gifted. Types of tests and gradelevelsarelistedbelow.

TypeofAssessment
	
ContentArea(s)
	
GradeLevel(s)

Whole-gradetest
	
SuperiorCognitive, Creativity Specificacademic —Reading,Math, Science,S.S.
	
Math,Reading:K-10 SuperiorCog&Creativity:2,5 Science:5,,7 SocialStudies:5,7

Individually-administered tests
	
SupCog,Reading,Math, Science,S.S.,Creativity
	
All(asrequested)K-12and asreassessment

Audition,performance
	
Drama,Dance,Music (instrumentalandvocal)
	
K-12byreferral

Displayofwork
	
VisualArt
	
K-12byreferral

Checklists
	
Drama,Dance,Music, Art,Creativity
	
K-12byreferral

Screening

The district ensures equal access to screening and further assessment of all district children, including culturally or linguistically diverse children, children from low socio-economic backgrounds,childrenwithdisabilitiesandchildrenforwhomEnglishisasecondlanguage.

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TheIdentificationProcessforCreativeThinkers

CreativeThinkingIdentificationprocesstakesplaceintwophasesasdescribedbelow.

1.	 Acognitivetestisgivenbyaqualifiededucatororpsychologist. Studentswhoscore onestandarddeviationabovethenorm(approximately115)moveontothenextphase ofassessment.
2. AchecklistofbehaviorsfromtheOhioapprovedlistofassessments isgiventoan educatorwhoworkswiththestudentonaregularbasisandallowsforthemost opportunitiesforcreativethinking.

StudentsscoringattheappropriatescoreonbothpartsoftheaccordingtotheOhiolistof approvedassessmentsarethenidentifiedasgiftedintheareaofcreativethinking.

TheIdentificationProcessforVisualandPerformingArts

Thescreeningandidentificationprocessforidentifyingstudentsgiftedinthevisualarts includesthefollowingcomponents:

1. Nominationofthestudentforscreening/assessment(exceptwhenevery studentinagivengradewillbescreened)
2. Evaluationofthestudentusinganapprovedbehavioralchecklist

3. Anevaluationofthestudent'sdisplayofwork/portfolio/performanceusingan approvedscoringrubriccompletedbyprofessionalsinthefield

DisplayofWork/Portfolio/Performance

VisualArt-Thisincludesfiveormorepiecesofartworkshowcasingthetalentsofthe nominatedstudent. Fullexplanationofthepossibleportfoliocomponentscanbefoundatthe followinglink:

http://education.ohio.gov/getattachment/Topics/Other-Resources/Gifted-Education/Gifted-Sc reening-and-Identification/Visual-and-Performing-Arts-Identification/VISARTSHANDBOOK.pd f.aspx

Performingarts-Thiscategoryincludesinstrumentalandchoralmusic,danceanddrama. Studentswillbeaskedtoprepareapiecewhichwillberatedbyaprofessionaltrainedinthe areaofnomination. Inadditiontotheirpreparedpiecestudentswillbeaskedtoparticipatein

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improvisationactivitiesasoneaspectoftheevaluationprocess. Additionalinformationcanbe foundonthefollowinglinks.

Drama

http://education.ohio.gov/getattachment/Topics/Other-Resources/Gifted-Education/Gifted-Sc reening-and-Identification/Visual-and-Performing-Arts-Identification/DramaTheatre-Identifi cation-Handbook.pdf.aspx

Dance

http://education.ohio.gov/getattachment/Topics/Other-Resources/Gifted-Education/Gifted-Sc reening-and-Identification/Visual-and-Performing-Arts-Identification/Dance-Identification-H andbook.pdf.aspx

Music

http://education.ohio.gov/getattachment/Topics/Other-Resources/Gifted-Education/Gifted-Sc reening-and-Identification/Visual-and-Performing-Arts-Identification/Music-Identification-H andbook.pdf.aspx

Note: InOhiotestingisreviewedbyastatedesignatedcommittee;approvedassessmentsare thenplacedonacommonlistfordistrictuse. Approvedassessmentscanbefoundatthe websitelistedbelow:
http://education.ohio.gov/getattachment/Topics/Common-Application-for-Requests-for-Quali fications/Approved-Assessment-List.pdf.aspx?lang=en-US

WEPs StudentswhoreceivegiftedservicesrequireaWrittenEducationPlan(WEP).Thepurposeofa WEPistocommunicatetheservicesettingandgoalsforthegiftedlearner. Goalsindicatethe specificareaswherefocusedlearningwilloccur,beitinanacademicarea,orinregardsto socialemotionalneedsofthegiftedlearner. Theservicematchesthechild’sarea(s)of identification.WEPSarewrittenandsenthomeattheendofthefirstgradingperiodfor studentsinvolvedinservicesoutlinedinthedistrictplan. ProgresstowardtheWEPgoalsis partofthecoursegradesandcommentseachquarter.

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AppealProcedures

An appeal by the parent is the reconsideration of the result of any part of the identificationprocesswhichwouldinclude:
· Screeningprocedureorassessmentinstrument(whichresultsinidentification); · Theschedulingofchildrenforassessment;
· Theplacementofastudentinanyprogram;and · Receiptofservices.

Parents should submit a letter to the superintendent or designee outlining the nature of the concern. The superintendent or designee will convene a meeting with the parent/guardian, which may include other school personnel. The superintendent or designee will issue a written final decision within 30 days of the appeal. This written noticeshouldincludethereasonforthedecision(s).

WithdrawalfromService Occasionallyservicedoesnotproperlymeettheneedsofthegiftedlearnerandaparentmay requestthatastudentmaybewithdrawnfromservice. Thismustbedoneinwritingusingthe giftedwithdrawalformfoundinAppendixBandonline. Withdrawalorrefusalofserviceisin effectfortheschoolyearinwhichitwasrequested.Studentswhoareremovedfromgifted servicesmayparticipateingiftedservicesinfutureyearsprovidedtheymeettheeligibility criteriainplaceforservicesatthattime.

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AccelerationInformation

Acceleration Policy ORC 3324.10 requires all school districts to implement a student acceleration policy. This statute allows districts, among other things, to place a student in a higher grade level than is typical given the student’s age forthepurposeofprovidingstudentaccesstoappropriately challenginglearningopportunitiesinoneormoresubjectareas.

TheProcess

● Acceleration Begins with a referral from a parent or teacher who believes the student is preparedforabovelevelcontent.
● Studentisconsultedinregardstotheirwillingnesstobeaccelerated

● Data is gathered related to the area/areas of acceleration. Thisincludesassessmentinthe areasofaptitudeandachievementaswellascognitiveability.
● A team meeting occurs in order to determine placement. Inadditiontotheacademicareas social/ emotional functioning and work skills are also taken into account to allow for a holistic view ofthestudentandensurethattheyarepreparedforabovegradelevelcontent inoneormoreareas.
● If an acceleration is to occur an acceleration plan will be created by the acceleration team whichwillincludeatransitionperiodduringwhichtimetheplacementwillbemonitored.
● Placements become permanent after a successful transitionperiod.*Achangeinsettingat a later time in the students schooling to return to a previous grade is then viewed as a retention.

The types of acceleration and examples areexplainedbelow. Theaccelerationreferralformcanbe foundintheappendixofthishandbook.

Accelerationtypes

Early Admission to Kindergarten: The practice of admitting a student tokindergartenwhohasnot yet reached the typical age at which students are admitted to kindergarten for the purpose of providing access to appropriately challenging learning opportunities. The cut off for Groveport MadisonisAugust1st.

Example:

• A child who can read independently, has strong number sense, and is socially similar to typical five year-olds are admitted to kindergarten, although he will not reach his fifthbirthdayuntilthe middleoftheschoolyear.

Whole Grade Acceleration: Student is placedinthegradelevelabovetheiragebasedgrade. (grade skipping)

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Examples:

• After completing the first grade year,astudentisplacedinathirdgradeclassroom(ratherthan asecondgradeclassroom)onafull-timebasisatthebeginningofthenextschoolyear.
• After completing the fallsemesterofthefifthgradeyear,astudentisplacedinthesixthgradeat thestartofthesecondsemesterofthesameschoolyear.

Individual Subject Acceleration: The practice of assigning a student to ahighergradelevelthanis typical given the student’s age for the purpose of providing access to appropriately challenging learningopportunitiesinoneormoresubjectareas.

Examples:

• A third grade student performing above grade level in reading and math goes to a fourthgrade teacher every morning for instruction in these subjects and returns to the third grade classroom forinstructioninothersubjectareas.
• A musically gifted sixth grade student is enrolledinahighschoolinstrumentalmusiccourseand returnstothesixthgradeclassroomforinstructioninothersubjectareas.

Early High School Graduation: Thepracticeoffacilitatingcompletionofthehighschoolprogramin fewer than four years for the purpose of providing earlier than typical access to post-secondary educationalopportunities.
Example:

• An advanced student is granted a diploma after spending only five semesters in high school by accumulating credits on an accelerated basis through “dual-credit” coursework taken while in middle school and by satisfying some high school graduation requirements by completing “educationaloptions”rather

AccelerationGuidanceRelatedtoStateTesting

1) In any subject, students will participate in all testing, including end-of-course tests, at their accelerated-subjectgradelevel;
2) If there is no test or end-of-course test at the student’s accelerated-subject grade level, the studentwillnotbetested;
a) Exception to rule 2: students accelerated into a high school physical science course are not permitted to takethehighschoolphysicalsciencetest;thesestudentsmusttakethegrade8science testornotestifthegrade8sciencetesthasalreadybeentaken.

(WAP)WrittenAccelerationPlans Anystudentreferredforandisplacedinanaccelerativeplacement(earlyentranceto kindergarten,singlesubjectacceleration,whole-gradeacceleration,orearlygraduation) MUSThaveaWrittenAccelerationPlanonfileforthefirstyearoftheacceleratedplacement. Sinceachildisnotrequiredtobeidentifiedasgiftedinordertoaccelerate,non-identified studentsareincludedintheWAPprocess.Thisisnotareferencetogiftedserviceorgifted programming;itisadocumentthatspecifiestheplacementofthestudentinanaccelerated settingandstrategiestosupportasuccessfultransitiontothesetting.

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ComponentswithinaWAP:

A. placementofthestudentinanacceleratedsetting;

B. strategiestosupportasuccessfultransitiontotheacceleratedsetting;

C. An appropriate transition period for accelerated placement for grade-level accelerated studentsandstudentsacceleratedinindividualcontentareas.

 AppealProcessforAccelerationRecommendations

Allaccelerationdecisionsaremadeasateamalongwiththeparents.Thisteammayconsistof aprincipal,counselor,psychologist,receivingteacher,currentteacher,giftedspecialist,gifted coordinator,orotherqualifiedpersonnel.Eventhoughthisprocessisbasedonagroup decision,theremaybetimesthataparentdisagreeswiththefinalrecommendation.Inthese cases,theparentmustcompletetheAppealDocument.Appealdecisionsaremadebythe districtsuperintendentorhis/herdesigneeandalldecisionsatthatlevelarefinal.Formfor AppealingAcademicAccelerationDecision

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TheEarlyEntranceProcessExamined

Theearlyentranceprocessassessesachild’sreadinessforkindergartenandhis/her intellectualanddevelopmentalprogressionrelativetofuturesuccessastheyoungeststudent inhis/herclassinsubsequentgrades.Thecomprehensiveprocessevaluatesaptitude, achievement,ability,interpersonalskills,anddevelopmentalmaturityofthechild.Early entranceisconsideredagrade-levelaccelerationandimpactsastudent’sentireacademic career.

Ifyourchildturnsfive-years-oldbetweenAugust1andDecember31,andyoufeelthathe/she maybereadyforkindergartenfortheupcomingschoolyear,youmayhavehim/hertestedfor earlyentrance.PleasereviewAParent'sGuidetoEarlyEntrancetoKindergartenunderthe kindergartentabonourwebsite forvaluableinformationtohelpyoudetermineifyouchildis readyforkindergarten.

Afterreadingtheguide,ifyoufeelyourchildisreadytostartkindergarten,completeanEarly EntrancetoKindergartenapplicationfoundonthewebsite andsubmititbeforeAugust1.

TestingPhase

OncetheearlyentrancepackethasbeenturnedinyourchildwillbescheduledforanIQtest givenbyaschoolpsychologistasthepreliminaryphaseoftesting.Thisscreeningtypically takesonetotwohours.Thechildmustscorea115ontheIQtesttocontinueintheprocess.

IfthechildpassestheIQtestwithascoreof115orbetter,theadministrativeassistantworking withearlyentrance orthe schoolpsychologist willcontactparents/guardianstoschedule academicassessmentsinallacademicareas. Theseassessmentstypicallytakeonetotwo hours.Studentswillbescoredasrelatedtothepeersonegradelevelaboveandareexpectedto scoreinthetopquarteroftheclasstoensuresuccessattheacceleratedgradelevel.

TeamMeeting

Afterallassessmentsarecompletethegiftedcoordinatorwillanalyzetheresultsastheyalign totheIOWAaccelerationscaleandcontactparentswithdetailedinformationregardingthe results. Aphoneconferenceorteammeetingcouldbescheduleddependinguponifthechild hasmettherequiredscoresasrelatedtoboththeircognitiveandacademictest. TheIowa AccelerationScalewillbeusedtoevaluateallassessmentsandinformationandobtaina recommendationrelatedtowhetherthestudentwillbeacceptedforearlyentrance.

DecisionsonEarlyEntrance

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DecisionsrelatedtoearlyentrancearenotusuallyfinalizeduntilJuneorJuly.Ifapplications areturnedinafterMay1,thedecisioncanbedelayeduntilaslateasAugust.Theentire process,fromapplicationtothecommitteemeeting,cantakebetween30to90days,depending uponavailabilityofassessmentappointments.

Studentswhoareacceptedforearlyentrancespendthefirstsemesteroftheschoolyearina transitionaryperiodtodetermineifkindergartenistrulythebestfitfortheirsocial, emotional,behavioral,andacademicneeds.Duringthistimethestudentwillberequiredto passadditionalkindergartenbeginningoftheyearassessmentspertheirwrittenacceleration plan.ExemplaryattendanceduringkindergartenisnecessarysothatEarlyEntrancestudents cantransitionintotheacademicschoolenvironmentwithasfewdisruptionsaspossible.At endofthefirstsemester,thefinalevaluationoftheirreadinessforwholegradeaccelerationis determined.

Attheendofthistransitionperiod,afinalplacementdecisionismade.Ifastudentissuccessful inthistransitionperiod,he/shebecomesageneraleducationkindergartenstudent.Ifconcerns ariseduringthetransitionperiod,thekindergartenteacherwillcommunicatewithandwork withtheparents/guardianstoresolveanyissuesinanefforttosupportthestudent.

Parentswhoareconsideringapplyingforearlyentrancearestronglyencouragedtosecurea positioninapre-kindergartenprogramsimultaneouslyintheeventthestudentisnotaccepted intoEarlyEntrance.

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FrequentlyAskedQuestionsforParentsofGiftedStudents

Whatareascanmychildbeidentifiedin?

Studentscanbeidentifiedasgiftedinthearea(s)of: •SuperiorCognitiveAbility(Scoringatleasttwostandarddeviationsabovethemean(100)+/-
thestandarderrorofmeasureonastate-approved,nationally-normedabilitiestest-i.e. CogAT,Inview,OLSAT,NNAT,etc)
•SpecificAcademicAchievement-Math,Reading,Science,SocialStudies(Scoringatorabove the95thpercentileonastate-approved,nationally-normedachievementtest–i.e.MAP,Iowa, Stanford) •VisualandPerformingArts–VisualArts,Music,Drama,Theatre,Dance(Demonstrated superiorabilitythroughadisplayofwork,anaudition,orotherperformanceorexhibition,in avisualorperformingartsareaandexhibitedsufficientperformanceonastate-approved checklistofbehaviorsrelatedtoaspecificartsarea
•CreativeThinkingAbility(Scoringatleastonestandarddeviationabovethemeanonastate approvedtestofcreativeability–i.e.CogAT,OLSAT,NNATandexhibitedsufficient performanceonastate-approvedchecklistbyatrainedindividualofcreativebehaviors.

Whenwillmychildbetestedforgiftedidentification? Whatinstrumentswillbeused?

GroveportMadisonschoolsassessstudentsinreadingandmathematicsingradesK-10using theMeasuresofAcademicProgresstest3timesayear(fall,winter,spring). Studentsarealso testedintheareaofcognitiveability&creativethinkingability ingrades2&5usingthe Inviewassessment. Testinginscience& socialstudiesoccursingrades5&7usingtheTerra Novaassessment.Areferralfortestingcanbemadenomorethantwotimesperyear.

HowwillIknowmychildhasbeenidentifiedasgifted?

Onceastudenthasmetthecriteriaestablishedbythestateforgiftedidentificationinany area,youwillbenotifiedwithaLetterofGiftedIdentification.Thisletterwillnotifyyouofthe area(s)ofgiftedidentificationandthequalifyingscoreandtest.Lettersshouldbekeptforyour records.

Atwhatgradelevelscanmygiftedstudentbeserved?

GroveportMadisonschoolshasafullcontinuumofserviceswhichbeginsin1stgradeand continuesuntilstudentsgraduate. Thefullcontinuumcanbefoundinthishandbook.

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Ihavereceivedaletterforgiftedidentification. Canmychildimmediatelyenterservices?

Whilestudentsareidentifiedwitheachroundoftesting,changesinplacementsareonlymade (ifspaceisavailable)afterthefallroundoftesting. Eachspringservicelettersaresentwhich listservicesforwhichyourchildhasqualified. Servicecanthenbeacceptedbyreturningthe letterifitisanewservice. Studentswhoarecurrentlyinserviceneednotreturnlettersunless theyarelookingforachangeinservice.

Mychildconsistentlyscoreshighonnationally-normedassessments(i.e.MAP,CogAT)andhas ateacherwhohasprovidedextensiveenrichmentandextensionstothegradelevelcurriculum sowhydoesmychildcontinuetocomplainthathe/sheisbored? CanIacceleratemychild?

Itisimportanttounderstandthatbeing“bored”canhaveanumberofmeanings.Itdoesnot alwayshavetomeanthatthecurriculumisnotchallengingenough.Insomeinstances,itcan actuallymeanthatsomethingmaybealittletoochallengingforthestudent,sothestudentis usingavoidancetoengageinthetask.

Sometimes,however,despitenumerousenrichmentandextensionopportunitiesprovided,itis possiblethatyourchildneedstheadditionalchallengeofasubjectorwholegrade acceleration.Thisinterventionisforasmallpercentageofthepopulation,andastudentneed notbeidentifiedasgiftedinordertobereferredforacceleration.

Asubjectaccelerationwouldrequirethatastudentgotothenextgradelevelforinstructionin oneormorecontentareas.Withasubjectaccelerationastudentthenisassessedatthatgrade levelforanystatetesting.Awholegradeaccelerationwilladdresstheneedsofastudentwho demonstratesreadinessacademically,socially,andemotionallyinallareastosupportamove tothenextgradelevel.

Bothqualitativeandquantitativeinformationisutilizedinordertomakeaninformeddecision inregardstoacceleration. Thisbecomesapermanentplacementfollowingatransitionperiod. Anidealcandidatewilldemonstrateahighlevelofsuccessonabovelevelassessments (typicallythetop10%ofaclass).

Canmychildbecome“Ungifted”?

InthestateofOhiostudentsare“onceidentified,alwaysidentified” sotheywillneverlose theirgifteddesignation. Astudentcanbecounseledoutofserviceifaparentandteacher agreetheplacementisnotmeetingtheneedsofthestudent. Inthiscaseawithdrawalfrom

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servicesformshouldthenbecompletedbytheparentandteacher. Astudentcanreturnto servicesthefollowingschoolyearshouldtheydesiretodoso.

PortraitofaGiftedClassroom

Teacherstrainedinthebestpracticesforgiftedlearners Allofourgiftedspecialistshavereceivedspecializedcourseworkaswellasongoingprofessional developmentrelatedtoworkingwiththisuniquepopulation. Ourgeneraleducationteachersworking withgiftedlearnersreceive60hoursofinitialtrainingrelatedtothe9competenciessetforthbythe OhioDepartmentofEducationandongoingtrainingthroughouttheirtimeservingthesestudents.

HigherLevelThinking Thegiftedclassroomisnotonlyaboutthetypeofworkbeingdonebyourstudents,butalsoaboutthe levelofthinkingbeingrequiredofourstudents. OurteachersutilizethehighestlevelsofBloom’s TaxonomyofThinkingandKaplan’sDepthandcomplexitymodeltoensurethatourstudentsare workingandthinkingatahigherlevel.

DifferentiatedInstruction Asinallofourclassroomsthroughoutthedistrictcurriculumisdifferentiatedtomeetthediverseneeds ofourstudents. Differentiationoccursinthenotonlyintheproductsstudentscreatebutalsointhe processthroughwhichtheylearnandpacingoftheinstructionitself. Evenwithinourclassrooms createdforgiftedlearnersthereisawiderangeofunderstandingandourteachersensuretheirneeds aremetthroughthisdifferentiation.

InteractiveLearning Ourclassroomsareextremelyinteractiveinnatureandinvolveworkwithcollaborativelearning, reciprocalteachingandmeaningfuldiscussionswhichaffordseachstudentanopportunitytoshare theirunderstanding.

IndependentPractice Inadditiontocollaborationstudentsaregiventimetopracticealltheyhavelearnedandshowwhat theyknow. Thistimeallowsstudentstoworkatthepacenecessaryforthemtobestgrowandlearn whiletheteacherisguidingothergroupsorindividuals. Ourdesireistohaveourgiftedlearnersfeel comfortabletomoveforwardandextendtheirthinkingduringthistime.

ProjectBasedLearning Oftentimesthebestwayforourstudentstotrulyunderstandagroupofstandardsisthroughcreating somethingwhichdemonstratestheirunderstandingusingtheirpersonallearningstyles. Projectbased learningallowsforourstudentstofollowmultistepdirections,readandunderstandasetofcriteria anddemonstratethedepthoftheirthinkingrelatedtoaconceptorsetofconcepts.

SpecializedCurriculumforGiftedLearners Manyoftheunitsweutilizeinourgiftedprogrammingcomefromcompanieswhospecializeingifted curriculumincludingtheMsquaredandMcubedmathematicscurriculum,Caeser’sEnglishandThe

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WilliamandMaryLiteratureunitswhichinfusenovels,storiesandcriticalthinkingcomponentsto bringliteraturetolife.

DifferencesBetweenHighAchievers,GiftedLearners,andCreativeThinkers CreatedbyBertieKingore

AHighAchiever...
	
AGiftedLearner...
	
ACreativeThinker...

Rememberstheanswers
	
Posesunforeseenquestions
	
Seesexceptions

Isinterested
	
Iscurious
	
Wonders

Isattentive
	
Isselectivelymentally engaged
	
Daydreams;mayseemofftask

Generatesadvancedideas
	
Generatescomplex, abstractideas
	
Overflowswithideas,manyof whichwillneverbedeveloped

Performsatthetopofthe group
	
Isbeyondthegroup
	
Isinowngroup

Learnswithease
	
Alreadyknows
	
Questions:Whatif...

Needs6to8repetitionsto master
	
Needs1to3repetitionsto master
	
Questionstheneedformastery

Enjoysthecompanyofage peers
	
Prefersthecompanyof intellectualpeers
	
Prefersthecompanyofcreative peersbutoftenworksalone

Completesassignmentson time
	
Initiatesprojectsand extensionsofassignments
	
Initiatesmoreprojectsthatwill everbecompleted

Enjoysschooloften
	
Enjoysself-directed learning
	
Enjoyscreating

Ishighlyalertandobservant
	
Anticipatesandrelates observations
	
Isintuitive

Ispleasedwithownlearning
	
Isself-critical
	
Isneverfinishedwithpossibilities

GetsA's
	
Maynotbemotivatedby grades
	
Maynotbemotivatedbygrades

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TheBottomLine Oneimportantthingtounderstandisthatachildcanbelongtomorethanonegroup.Thatis,itispossibleforahigh achievertoalsobeagiftedchild.It'sjustthatnoteveryhighachieverisgifted. Inthatsameveineverygifted learnerisalsonotahighachiever. Thereisactuallyalargepercentageofgiftedlearnerswhoareunderachievers. Inthesameway,noteverygiftedlearnerisalsoacreativethinker,butitisunlikelythatacreativethinkerwould notalsobeagiftedlearner.

CommonSocialEmotionalConcernsforParentsofGiftedLearners

Dabrowski'sOver-excitabilities byStephanieS.Tolan

DabrowskitalkedaboutOE's-over-excitabilities("superstimulatabilities"),andhowthegifted wereextremelysensitiveinavarietyofareas.It'sastimulus-responsedifferencefromthe norms.Itmeansthatinthese5areasapersonreactsmorestronglythannormalforalonger periodthannormaltoastimulusthatmaybeverysmall.Itinvolvesnotjustpsychological factorsbutcentralnervoussystemsensitivity.

Thefiveareasare: Psychomotor
Thisisoftenthoughttomeanthatthepersonneedslotsofmovementandathleticactivity,but canalsorefertotheissueofhavingtroublesmoothingoutthemind'sactivitiesforsleeping. Lotsofphysicalenergyandmovement,fasttalking,lotsofgestures,sometimesnervoustics.

Sensual(asinthesenses) Here'sthe"cutthelabeloutoftheshirt"demand,thechildwholimpsasifwithabrokenleg whenasockseamistwisted.Alsoaloveforsensorythings--textures,smells,tastesetc.ora powerfulreactiontonegativesensoryinput(badsmells,loudsounds,etc.)Thekidstendtobe sensitivetobrightlights(squintinginallthefamilyphotographs,etc.),harshsounds.Ababy whocrieswhenthewindblowsinhisface,forinstance;atoddlerwhocriesatthefeelofgrass onbarelegsandfeet.Anotherimportantaspectofthisisaestheticawareness--thechildwho isawedtobreathlessnessatthesightofabeautifulsunsetorcrieshearingMozart,etc.

Imaginational Thesearethedreamers,poets,"spacecadets"whoarestrongvisualthinkers,uselotsof metaphoricalspeech.Theydaydream,remembertheirdreamsatnightandoftenreact stronglytothem,believeinmagic(takealongtimeto"growoutof"Santa,thetoothfairy,elves andfairies,etc.).

Intellectual Here'stheusualdefinitionof"giftedness."Kidswithastrong"logicalimperative,"wholove brainteasersandpuzzles,enjoyfollowingalineofcomplexreasoning,figuringthingsout.A loveofthingsacademic,newinformation,cognitivegames,etc.

Emotional

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Thisincludesbeing"happierwhenhappy,sadderwhensad,angrierwhenangry,"etc.Intensity ofemotion.Butalsoaverybroadrangeofemotions.Alsoaneedfordeepconnectionswith otherpeopleoranimals.Unabletofindcloseanddeepfriends(DamonandPythiasvariety) theyinventimaginaryfriends,makedowithpetsorstuffedanimals,etc.Empathyand compassion.Achildwhoneedsacommittedrelationshipwillthinkherself"betrayed"bya childwhoplayswithonechildtodayandanothertomorrowandreferstobothas"friends." ThisisalsotheOEthatmakesthekidssusceptibletodepression.

DabrowskibelievedemotionalOEtobecentral--theenergycenterfromwhichthewhole constellationofOE'sisgenerated.

Highlygiftedpeopletendtohaveall5ofthese,butdifferentpeopleleadwithdifferentOE's.The engineertypesleadwithIntellectual,thepoetswithEmotionalandImaginational,etc.But variationsinthelevelsoftheindividualOE'sexplainagreatdealaboutthetemperamental differenceswesee!

Thesefivedescribetheunusualintensityofthegiftedaswellasthemanywaysinwhichthey lookandbehave"oddly"whencomparedtonorms.

Resource: http://www.stephanietolan.com/dabrowskis.htm

Perfectionism

It'snotuncommonforhigh-abilitychildrentoalsobeperfectionists. Whethertheyworry aboutgettingadrawingexactlyright,earningallA'sinschool,orfeelinghelplessinfixing society'sdownfalls,approximately20%ofgiftedchildrensufferfromperfectionismtothe degreeitcausesproblems.

Allperfectionismisnotbad.Settingpersonalstandardsandpursuingexcellenceisimportant andhealthyinmanylifesituations. However,perfectionismcanbecomeunhealthywhenit causesstress,pain,illness,procrastination,andunderachievement. Whilenotinclusive,some causesofperfectionismincludeadesiretopleaseothers,earlysuccessesandnofailuresata youngage,anddifficultysettingrealisticgoals.

Healthyperfectionism

● Doingthebestyoucanwiththetimeandtoolsyouhave--andthenmovingon ● Settinghighpersonalstandardswithagentleacceptanceofself
● Managingbehaviorstonotinterferewithdailylife

Unhealthyperfectionism

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● Emphasizingand/orrewardingperformanceoverotheraspectsoflife ● Perceivingthatone'sworkisnevergoodenough
● Feelingcontinuallydissatisfiedaboutone'swork--whichcanleadtodepression, anxiety,andotherphysicalsymptoms
● Feelingguiltyifnotengagedinmeaningfulworkatalltimes

● Havingacompulsivedrivetoachieve,wherepersonalvalueisbasedonwhatis producedoraccomplished

TipsforParents&TeachersinManagingPerfectionism

● Watchforsignsofunhealthyperfectionismandinterveneifnecessary

● Adultsshouldmodelahealthyapproachandbeawareoftheirownpredispositions towardcompulsiveexcellence
● Refrainfromsettinghigh,non-negotiablestandards ● Emphasizetheeffortandprocess,nottheend-result
● Donotwithholdaffection,support,orencouragementifgoalsarenotmet

● Teachyourgiftedchildtomanageperfectionisticbehaviorsandfocusonpositive self-talk

Resource:https://www.nagc.org/resources-publications/resources-parents/social-emotional-issues/perfectionism

AsynchronusDevelopment ByColleenKessler

Whatisasynchronousdevelopment?

Asynchronousdevelopmentisoneofthehallmarksofgiftedness.Whilemostchildrendevelop inarelativelyuniformmanner,giftedlearnersareasynchronousintheirdevelopment.And themoregiftedthechild,themoreasynchronousthatchildmaybe.Therecanbehuge differencesbetweenagiftedchild’sphysical,intellectual,social,andemotionaldevelopment.A giftedchildcanhavetheintelligenceofanadultwiththesocial-emotionaldevelopmentofa child.Itisoftensaidthatgiftedchildrenare“manyagesatonce”,theyarequiteliterally
out-of-sync.

TipsforParentsofAsynchronouskids

Understandasynchronousdevelopment

● Familiarizeyourselfwithasynchronousdevelopmentingiftedchildren.Sharethis informationwiththoseclosetoyourchild:grandparents,coaches,teachers,etc.

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● Becomeacquaintedwithyourchild’s“manyages”,hisuniqueasynchronous development.Understandthatasynchronymaynotbenormalformostchildrenbutit isacompletelynormalaspectofgiftedness.
● Adjustyourexpectations.Oneofthemostdifficultthingsabouthavingan asynchronouschildismanagingexpectations-bothyourownexpectationsandthoseof others.
○ Idon’tknowaboutyouguys,butIoftenfindmyselfgettingfrustratedwithmy son.Hespeakslikeamini-adultandcanhaveamazingconversations.Andyet, whenfrustratedoroverwhelmed,hecandissolveintoamushymessinseconds. IhavetoconstantlyremindmyselfofhisasynchronyandthinkofLeointerms ofhismanydifferentages.
○ Otheradultsmayexpecttoomuchtoosoonfromgiftedchildren.Many mistakenlyassumethatagiftedchildwilleasilysecureAsinschoolandbehave wellinclass.Giftednessandachievementaretwoentirelyseparateentities.
Thinkoutsidetheboxwhenitcomestoyourchild’seducation

● Weliveinasocietythat,sadly,valuessameness.Thosewhoaredifferent,especially thosechildrenwhoaredifferent,oftenfaceaharderroad.Advocateforyourchild earlyandoften.
● Meetyourchildwhereheisat,basedonhiscurrentlevelsofdevelopment.Maybeyour thirdgraderisreadingatacollegelevel,doingseventhgrademath,andwritingata secondgradelevel.That’sokay.Allowyourchildtosoar,butprovidesupportforany areasofweaknesses.
● Itcanbedifficulttofindreadingmaterialforgiftedchildren.Manyarecapableof readingatahighschoolorcollegelevel,butthethemesandcontentofbooksmaybetoo muchforthechild’ssocial-emotionallevel.
● Itischallengingtoeducateasynchronouschildreninthepubliceducationsetting. Thinkoutsideofthatproverbialbox!Yourchildmaybenefitfromanalternative educationalplacementAcceleration,onlinelearning,homeschooling,andeven unschoolingoftenworkbetterforthispopulation.
● Asynchronyisoftendisplayedinagiftedchild’slaggingexecutivefunctioningskills (attention,organization,behavior,andself-regulationskills).Yourchildmayneed additionalsupportandscaffoldinginthisarea.

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Intellectualpeersareimportant

● Rememberthatitisnormalforgiftedchildrentohavedifficultyrelatingtotheirpeers. Yourchildmayneedsocialsupportandscaffolding.
● Thesekidsneedintellectualpeers.Allowyourchildopportunitiestointeractwithother giftedchildren.
● Provideopportunityforyourchildtointeractwitholderchildrenandadults.Finda mentorinyourcommunity.
Helpyourchildworkthroughandmanagefrustration Yourchild’sasynchronousdevelopmentisfrustratingtodealwith,isn’tit?Justimaginefora momenthowincrediblyfrustratingitmustbetobeyourchild.

● Everyonehasuniquestrengthsandweaknesses.Weallhavethingswearegoodatand thingsweneedtoworkupon.Talkaboutthiswithyourchildanduseyourchild’s passionstoaddressweaknesses.
● Teachyourchildtomanagefrustration.Copingskillsareamongthemostimportantof lifeskills.
● Whenthegoinggetsrough,donotbeafraidtoseekhelp.Whendoingso,besuretofind careproviderswhospecializeingiftedandtwiceexceptionallearners.
Findacommunity Parentinganasynchronousgiftedchildcanbealonelyventure.Parentsoftenfeelthatthey cannotspeakopenlyabouttheirstrugglesforfearofbeingjudgedharshly.Findacommunity ofparentsandeducatorsofsimilarchildren.Seekouttheseindividualsbothonlineandinyour community.

Resource: https://raisinglifelonglearners.com/asynchronous-development/

AnxietybyDr.BarbaraSwicord,CEONationalSocietyforGiftedandTalented

Weoftenassociateanxietywithgiftednessbutwhetherthereisacausalrelationshipisnot definitive.Becausegiftedchildrenexperiencetheworldintensely,theymayshowaheightened levelofbehaviorsthatareassociatedwithanxiety.Childrenwhoareacutelyawareoftheworld aroundthemmaydevelopanxietyoverworryingaboutglobalandlocalproblems,perfectionismin themselves,andgeneralfearsregardingsituationsoutoftheircontrol.

A2009studyfromHungary’sSemmelweisUniversityfoundanassociationbetweenhighacademic performance,creativity,andtheT/Tgenotype,agenethat’sbeenlinkedtoanincreasedriskof psychosis–allofwhichmayhelptoexplainwhyweoftenassociateanxietyandstresswithgifted children.Anxietyaffectsabout18%ofAmericans,accordingtotheNationalInstitutesofMental Health.Certainly,thecareofmentalhealthprofessionalsshouldbesoughtifanxietyissuesarea

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concernatschoolorhome.But,asparentsandeducators,wecanbeawareofbehaviorsthat suggestanxietyisaproblemandbeawareofwayswecanassistinreducinganxiety.

Herearejustafewofthecommonwaysthatanxietyingiftedchildrenmightmanifest:

● Tension

● Irritability

● Separationfrompeers

● Healthcomplaints,seeminglytoavoidsituationsortasks ● Changesintemperamentorattitude
● Unpromptedorinappropriateoutbursts,tantrumsorwithdrawal ● Insomniaorexcessivesleeping
● Lackofenthusiasmorcarelessness

● Inabilitytoconcentrate,fidgetingandother“hyper”behavior ● Persistentworrying

Ifyourstudentisdealingwithanxietyorstress,considercontactinga professional,andbeawareofthesepotentiallysupportivesuggestions:

1. Teachcopingandrelaxationskillssuchasdeepbreathing,muscletensionandrelaxation, andpracticetechniquesforovercomingfears.
2. Encouragepositivesocialinteractionsbyroleplayingsocialsituations,teachingpositive affirmations,andpreparingstudentsaheadoftimeforanticipatedeventsand presentations.
3. Stimulatecreativitytohelpstudentsfindtoolsforfeelingsuccessful,self-expressive,and stress-free.Encourageexplorationincreativeartsfields,teachingtheskillsofcreative problemsolving,modelingcreativethinkingandengaginginimaginativeactivities,and deferringjudgmentofthestudents’ideasandproducts.

Resource: https://www.nsgt.org/4-ways-support-gifted-children-anxiety/

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Depression

Expertsdon'tagreewhethergiftedchildrenbecomedepressedmorefrequentlythanchildreningeneral. Somesaythatgiftedchildrenaremorepronetodepressionandsuicidebecauseoftheirheightened sensitivities,perfectionism,introversion,overachievingbehaviors,existentialconcerns,andfeelinglike theydon’tfitin. Otherscontendthatnoresearchprovesthatgiftedchildrenaremoredepressedthan otherstheirownage.

About10%ofgiftedadolescentsexperienceclinicallysignificantlevelsofdepression.*Suicideattempts occurmorefrequentlyamongyouthswhoareartisticandcreative,unusuallysensitive,andwhoattend highlycompetitiveandselectiveschools.**

Signals,Symptoms&Strategies

Resources:

http://www.nagc.org/resources-publications/resources-parents/social-emotional-issues/depression

*Baker(2004)inChapter7 Parent’sGuidetoGiftedChildren,Webbetal.

**Kerr(1991);Piirto(2004);Silverman(1993).

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WhyGiftedChildrenFailandHowtoPreventItby Dr.JudyWillis,NeurologistandEducator

Whileagreatdealofemphasisisplacedonhelpingstudentswithlowgradesimprovetheiracademic performances,thosewhoareconsideredgiftedareoftenoverlooked.Giftedchildrenareaccustomedto succeedingintheirstudies,butthisdoesn’tmeanthattheywon’tmakemistakesorstrugglewiththeir schoolwork,justlikeanyotherstudent.“Failure”forgiftedchildrenisnotlimitedtofailinggradesalone. Thebrainregistersfailurewhenrepeatedeffortsdonotachievethedesiredgoal.Failurecanbe experiencedwhenastraight“A”childbeginstogetfrequent“A-”gradesinasubjectand,despitehigh effort,failstoregainthe“A”.Mistakesinfrontofclassmatesareanotherformoffailureforgifted studentsandthiscanhavenegativeconsequences,leadingthemtodoubttheirownintelligence.Thekey istohelpgiftedchildrendealwithfailureandthrivethroughchallengesandteachthemthateffortand setbacksarepartofthelearningprocess.Manygiftedstudentsdowellinelementaryschoolwithoutthe needtostudyasmuchastheirclassmatesandtheymaylacktheorganization,prioritization,and planningskillsthattheirfriendslearnandpracticeduringthosefoundationalyears.Asaresult,they tendtosufferself-doubt,frustration,andeventuallygiveupstymiedbecausetheyneverhadthe opportunitytodevelopthefundamentalsultimatelyneededintheuppergrades.Hereissomeadviceon howyoucanhelpboostyourgiftedchild’sconfidenceandhelpherbuildtheorganizationaland planningskillsetthatshewillneedforhercontinuedsuccess.

Buildandnurtureyourgiftedchild’sresilienceandperseverance.Manygiftedchildrenarenotusedto challenges,mistakes,andsetbacksbecausetheymaynothavepreviouslyexperiencedthem.Whenthe ideaoffailuredoespresentitself,theymaynotbeadequatelypreparedtohandleit.Thiscancause giftedchildrentoloseself-confidence,stopparticipationinclassdiscussions,andavoidchallengesof advancedhomeworkorprojectoptions.Thesechildrencanbecomesoconvincedoftheirlackofability thattheystopstudyingforexamsandchoosenottotakethehighest-levelcourses,despiteample intelligencetosucceed.Herearesometipsonhowyoucanhelpyourgiftedchildturnthismindset around:

Praiseeffort Acknowledgeyourchild’seffortsratherthanoutcomesachievedeasily,andencouragethemtotrynew thingsandtakerisksofmakingmistakes.Remindherthatshewillinevitablymakemistakes,andthat’s alright,assheshouldn’tseethemasfailures,butratheropportunitiestolearnandgrow.Tellherthat thereisalwaysanotherchancetodowell,andthatallshecandoisprepare,doherbestandkeeptrying, andsuccesswilleventuallyfollow.

Discussthechallengesfacedbyhistoricalfiguresorinnovativethinkers

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Giveyourchildexamplesaboutthefailuresthatlitthepathofrenownediconicinnovatorsonrouteto theirownadvances,discoveriesandbreakthroughsinknowledge,technology,artsandculture.Thiswill showyourchildthatmistakescanoftenbeturnedintoopportunitiesanditcanhelppreparehimto confronthisowneventualmistakesandfailuresmoreeffectively.

Modelyourmistakes Ifchildrenbelievethatmakingmistakesmeanstheyarenotreallygiftedandholdthemselvesupto unrealisticstandards,theywillmissoutondevelopingtheircreativityanddiscoveringnewwaysto applytheirknowledge.Provideopportunitiesforyourchildtosustaineffortwhenfacedwithchallenges andhelpherunderstandthataskingforhelpcanbethewiserchoice,andnotevidenceoflesser intelligence.Agoodwaytodothisistomodelthebehavioryouwishtoseeinyourchild.Ifyoumake mistakes,strugglewithtaxforms,orarefrustratedbycomplexinstructionsforsettingupanew computersystem,letyourchildknowhowyouarefeelingandhowyouovercamethechallenge.

Showyourchildthatthereisnotone‘rightway’foreverything Mistakefearisreducedwhenchildrenhaveopportunitiestodiscoverthattherearealternative
perspectivesandwaystosolveproblems.Exploreexampleswherethesameeventsarereportedquite differentlyinhistorybooksfromdifferenteras,oravarietyofnewsmedia,orhowartistsinterpretthe samesceneorstilllifeinverydifferent,butequallyvalidways.Encourageyourchild’scognitive flexibilitybyencouraginghimtofindanotherwaytosortbuttonsfromamixedbag,analternativeway ofreachingthecorrectsolutiontoamathproblemortocreatedifferentendingsforastory.

Helpyourchildbreakdownchallenges It’sgoodforchildrentorealizethat“breakingthemdown”challengingquestions,problems,or
assignmentsintoachievablesegmentscanhelpthembesuccessfulintheirstudies.Onewaytodothisis tosaveyourbrokenclocksorsafelyhandledappliances,andinviteyourchildtotellyouhowtheitem works.Ifshedoesn’tknoworisunsure,encouragehertotakeitapart.Withoutgivingherspecific instructions,allowhertoexploreandshewillbedelightedtodiscoverpartsofthecomplexitemshe recognizessuchasaspring,batteryorgear.

Buildskillsetssotheyareavailablewhenneeded Giftedchildren,whodidn’tlearnorganization,planning,orprioritizingskillsinelementaryschool,can buildthemwithyou.Challengeyourchildwithinquiryandprojectsthathookhisinterestsandthat requireusingadvanceplanningandongoingadjustmentsduringthecourseofreachingthegoal.For example,whenplanningfamilyvacations,homeimprovements,ordecidingwhichcartopurchase, engageyourchildinthedecision.Hewillbuildskillsofprioritizing,planning,andanalyzingwhenhe feelshecaninfluenceyourdecisions.Ifyourchildfindsasidetriptoaspecialthemepark,halloffame

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orboatadventurethatcanbeaddedtothefamily’svacationplans,lethimevaluatethepossibilitiesand practicalities,asthepersonalrelevanceofthetaskcanhelpchallengeandmotivatehim.Hisresearch andcriticalthinkingskillswillbeenhancedasheseeksdocumentation,usesthoughtfulestimation, makescomparisons,prioritizesandmakesadjustmentsinbudgetingandscheduling.

Withhelp,yourchildrenwon'tdenyordoubttheirabilitieswhentheyconfrontsetbacks,mistakesor difficultchallenges.Whenchildrenfindwaystoturntheirboredomaround,developresilienceto setbacks,taketheriskofmakingmistakesandapplytheefforttomakerevisions,theywillbeprepared toapplytheirgiftsthroughoutlifeandtopushboundarieswiththeircreativeproblem-solvingand game-changinginnovations.

Resource:https://www.parenttoolkit.com/academics/news/parental-involvement/why-gifted-children-fail-and-how-to-prevent-it

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 KeystoHelpGiftedKidsHaveaSuccessfulSchoolYear ByJudyGalbriathfromtheDavidsonInstituteforTalentDevelopment2010SeminarSeries

Haveaconversationbeforeschoolstartstodiscussyourexpectations,andyourchild’s.

○ Whataretheacademicgoalsfortheyear?Whatgradesdoyouexpect,and why?Doesyourchildexpectaperfectreportcard—andifso,why?Many giftedkidsreportgettingA’s,butalsosaythatthey’renotlearningmuch ofanythingnew.Ifthatwastrueforyourchildlastyear,requesta meetingearlyonwithyourchild’steacher(s)tofindoutwhatcanbedone toensurethecurriculumoffersenrichment,challenges,andan appropriateleveloflearning.
○ Whatextracurricularactivitieswillyourchildbeinvolvedin?Howwill thatimpacttimeforhomework,familyandfriends,choresorjobs,and R&R?Whatwillhappenifyourchildgetsoverscheduledandanxiety ridden?Giftedkids,likeallkids,needhelpcopingwithstress,managing theirtime,andleadingabalancedlife.
○ Whatdoesyourchildmosthopewillhappenthisschoolyear?Arethere anyspecialconcernsrelatedtopeers,teachers,orsubjects?Howcanyou helpyourchildrealizehisorheracademicgoalsandthrivesociallyand emotionally?TwohelpfulsourcesofinformationaretheNational AssociationforGiftedChildrenandHoagie’sGiftedEducationPage.Check thembothoutforbackgroundonsupportinggiftedkidsathomeandat school.

Findoutifthere’sagiftedandtalentedcoordinatorinyourschooldistrict.

○ Arrangeameetingtolearnwhatthedistrictcommitmentisforgifted educationservices.Bereadywithinformationaboutyourchild’sabilities, testscores,strengthsandweaknesses,socialandemotionalmaturity, interests,andpriorexperiencesinschool--goodandbad.Presentyourself asawillingpartnertohelpmeetyourchild’sneeds.

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○ Ifyouneedtobemoreinformedaboutgiftededucationoptionsandissues (andmostparentsdo),many,manybooksareavailableonthetopic.Askif there’saresourceroomandforspecificresourcesthecoordinator recommends.

Arrangetomeetwiththeteacher(s)early,andasoftenasisneeded.

○ Again,presentyourselfasapartner.Parentsoftenwaittoolongbefore bringingupconcernsorquestions.Teachers,rightly,finditfrustratingto learnmonthsafterthefactthataparentorstudenthashadanissue. Waitingonlyexacerbatesproblems.Youcanstartbysaying,“Thankyou somuchfortakingthetimetomeetwithme.Iknowhowbusyteachers are.Iappreciatetheopportunitytointroducemyselfandlearnaboutyour expectationsofparentsandstudents.I’malsointerestedtohearabout howyousupporttheneedsofstudentswithdifferentabilitylevels, includingthoseofgiftedkids.Myson/daughterisaneagerlearner,andI wantverymuchtokeepthatinterestinlearningalive.Whatismost importanttomeis...”
○ Whenyouwantsomethingdifferentintermsofyourchild’seducation,be asspecificasyoucan.Focusonwhat’smostimportant;teachershavetoo manystudentsinaclasstodifferentiatethecurriculumforallstudentsin everysubjectarea.Ifwhatyourchildneedsmostismoreinterestingand advancedreadingmaterial,addressthatfirst.Ifyourchildisboredin school,findoutwhat,specifically,isboring.Communicatingspecifics helpsteachersidentifywheretheymightbeabletomakeadjustments.
○ Givepositivefeedbacktoleteducatorsknowwhatyouappreciateabout theirefforts.Sendingathank-youcardorafriendlyemailcanmakea teacher’sday.Again,specificsreallymatterhere.Youcansay,“Melanie wasthrilledthatyouallowedhertotestoutofthespellingassignments. Theoptiontogotothelibrarymoreofteninsteadmeantsomuchtoher.I reallyappreciatehowyou’vegottentoknowher.Thankyouforyour flexibilityandwillingnesstoaccommodateMelanie’sabilities!”

Yourchild’steachercanbeanally.Withapositive,proactive,informed,andhelpfulmindset, youcanhelpensuretherelationshipyouhaveispositiveandhelpsyourchildwithinthe classroom. .

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OnlineResourcesforParentsofGiftedStudents

1.	NationalAssociationforGiftedChildren-(www.nagc.org)-TheNationalAssociationforGifted Childrenisoneofthebestplacesforparentsofgiftedchildrentofindresources,reading,help, andadviceonraisinganexceptionalchild.
2. OhioAssociationforGiftedChildren-(www.OAGC.org):TheOhioAssociationforGiftedChildren isjustoneofmanystate-centeredorganizationsforgiftedkids.Divisionsforparents,teachers andcoordinatorshelptoconnectlikemindedpeoplewitheventsandresourcesrelatedto helpinggiftedchildreninthestateofOhio.
3. GiftedChildSociety(http://giftedchildsociety.com)TheGiftedChildSocietyisanonprofit organizationdedicatedtofurtheringthecauseofgiftedchildren.Throughtheirwebsite,parents canfindhelpfulinformationandlearnaboutseminarsandworkshopstheycanattend.
4. SENG(http://www.sengifted.org/about-seng):SENGisshortforSupportingEmotionalNeedsof theGiftedandisanorganizationthatwantstohelpensurethatgiftedchildrenareunderstood, accepted,nurtured,andsupportedbytheirfamilies,schools,andworkplaces.
5. MensaforKids(http://www.mensaforkids.org/):Mensaembracesyoungermembersthrough thisfunwebsite,offeringupmonthlythemestogetkidsreadingandlearningatanadvanced level.
6. InstituteforResearchandPolicyonAcceleration (http://www.accelerationinstitute.org/Default.aspx):Findoutmoreaboutthelatestresearch beingdoneintoacademicaccelerationthroughthisorganization’ssite.
7. CenterforTalentedYouth(http://cty.jhu.edu/):LocatedatJohnsHopkins,thisorganization engagesgiftedkidsandtheirfamiliesthroughprograms,summerclasses,andevena
bi-monthlymagazine.

8. TheDavidsonInstitute(http://www.davidsongifted.org): Anonprofitorganizationwhoserves profoundlygiftedyoungpeople18andunder.Profoundlygiftedstudentsarethosewhoscorein the99.9thpercentileonIQandachievementtests.
9. RaisingLifelongLearnersBlog(https://raisinglifelonglearners.com/): Extremelyinformative blogbyGISColleenKessler. ManySocialEmotionalissuesareexplainedingreaterdepthatthis site.
10. TheNationalSocietyforGiftedandTalent-(https://www.nsgt.org/about-the-society)The NationalSocietyfortheGifted&Talented(NSGT)isanot-for-profit501(c)(3)organization createdtohonorandnurturegiftedandtalented(G&T)childrenandyouth.Itiscommittedto acknowledgingandsupportingtheneedsofG&Tchildrenandyouthbyprovidingrecognitionof

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theirsignificantacademicandperformanceaccomplishmentsandaccesstoeducational resourcesandadvancedlearningopportunitiesdirectlyrelatedtotheirinterestsandtalents.

SubjectAreaActivitiesandTipsforSparkingInterest&GrowthinYourGiftedChild

Reading

● Readwithyourchildandaskguidingquestionsaboutwhattheyarereadingto increasecomprehension. Appropriatequestionswouldrequirethemtothinkcritically aboutthecharactersandplotsuchas:
-	 Howwouldthestorybedifferentif(thiseventorthateventdidn’thappen)for example:HowwouldHarryPotter’scharacterbedifferentifhewereraisedby Wizards? Wouldwelikehim? *Thesetypesofquestionsgiveadeeperunderstandingoftheunderstandingthe childhasforthestoryasawhole.

● Engageyourchildinareadingchallengebeitasummerreadingchallengefromthe locallibraryoroneonlinesuchasatthewebsiteMensaforkidswherechallengeswill openreaderstoarangeofliteratureandlevelsstartingasyoungaspreschool. Studentswhocompletechallengesbyreadingandratingthebooksfromthechallenge. Astheycompletethechallengetheyevenreceiveateeshirtandcertificate.
Link: https://www.mensaforkids.org/achieve/excellence-in-reading/

● Askyourchildtolookupinformationabouttheauthorandotherbookstheyhaveread. Thismayhelpthemtofindotherbookstheywillenjoyorgaininsightastohowthe authorcameupwiththeirideas.
● Askyourchildtoretellastoryasoneofthecharacters

● Extendyourchild’sreadingbyaskingthemtodrawtheirfavoritesceneorcreatea visualonlinethatshowswhattheyvisualizewhentheyread
● Takeregularvisitstothelibrary,especiallywhenthereareguestauthors;goto differentlibrarieswithintheareatogetexposuretonewbooks.

Tipsformakingbookchoices

● Allowchildrentoreadabovetheirdesignatedagelevel,butscrutinizecontent carefully. Considerhavingyourchildreadtheclassics.

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● Helpyourchildchoosehighqualityliteraturethatchallenges,butdoesn’toverwhelm them.Usethefivefingerrulewheretheyreadapage.
*Thefivefingerrule- Iftheyhavefivewordstheydonotknowthebookistoodifficult asanindependentreadingbook,butmaybegreatforaparenttoreadaloudtotheir child.
● Encourageyourchildtoreadliteratureinavarietyofgenresandbydifferentauthors.

Writing

● Encourageyourchildtoputtheirthoughtsonpaperwhentheyexpressinterest inwriters.
● Encouragereallifewritingsuchasletters,andhomeworkanswersaswellas writingforfunincludingstoriesandpoems
● Provideyourchildwithajournalsotheyhaveaplacetorecordtheirpersonal thoughtsandfeelings.
● Encourageyourchildtowriteinpoetryformatsaswellasinprose.

● Readyourchild’swritingwiththemandshowyourenthusiasmfortheir creativity.
● Createyourown“MadLibs”topracticepartsofspeechandhaveyourchild writea“MadLib”foryoutosolve.

Tipsforworkingwithyoungwriters

● Concentratefirstonlettingyourchildgettheirthoughtsonpaperandthenhelp withtherevisionprocess.Becarefulnottoovercorrectwriting,especiallywhen itisdoneforrecreationalpurposes.
● Whenyouareworkingwithyourchildtocorrectthemfocusononeareaata time.
● Encourageyourchildtoincludeasmanydetailsaspossiblewhentheywrite.

● Whenworkingonansweringquestionsinwrittenformencourageyourchildto rewritethequestiontoframetheiranswer.

ListofBookswithGiftedCharacters PreparedbyLeanneRoss

● ThingsnotSeenbyAndrewClements ● Yolanda’sGeniusbyCarolFenner
● CatchingGeniusbyKristyKiernan

● FlowersforAlgernonbyDanielKeyes

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● Here’stoYou,RachelRobinson

● MillicentMin,GirlGeniusbyLisaYee

● MaizonatBlueHillbyJacquelineWoodson

● ThePerksofBeingaWallflowerbyStephenChbosky ● WelcometotheArkbyStephanieTolan
● ManiacMageebyJerrySpinelli ● GiftedbyBethEvangelista
● Gifted: ANovelbyNikitaLalwani ● LookingforAlaskabyJohnGreen
● TheViewfromSaturdaybyE.L.Konigsburg ● IHateBeingGiftedbyPatriciaHermes

Science

● DevelopScientificAttitudesbygivingageappropriateexplanationstotopicsin scienceyourchildisexploring.
● Balancestructuredactivitiessuchasexperimentswithindependent explorations.
● Encourageyourchildtofollowhunchesandformhypotheseswhichtheycan test.
● Provideopportunitiestoexplorescienceathomethroughusingkitchen chemistry,usingmagnifyingglasses,takingrockwalks,andtakingapartold appliances(withsupervision)☺

Math

● Makeyourchildawareofthemathintheirworldbyusingconcreteexamples whichwillalsoallowstudentstoseehowtheycanusewhattheyarelearning.
● Helpyourchildmakeconnectionswithhowbasicfactsandsimpleconceptscan tietomorecomplexlearning.
● Takecomplexproblemsinsmallbitestoensureallstepsarefollowed.

● Encouragestudentstoexplainhowtheycametothesolutionforaproblem; giftedchildrenoften“justget”aconcept. Themoretheycanexplaintheir thinkingthemoretheywillachievehigherlevelsofsuccesswhenfacedwith complexmulti-stepproblems.
● Usemanipulativestomakecomplexconceptsmoreconcrete.

● Allowyourchildtohavepersonalinteractionswithmathbydoingthingslike makingabudget,balancingacheckingaccountwiththeirallowance,or determiningstatistics.relatedtosports.

SocialStudies

● UseInquiryandexplorationthroughprojectbasedlearning.

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● Haveyourchildengagewithrelativesthroughcreatingafamilyhistoryproject wheretheyconductinterviews,createafamilytree,orproduceascrapbook.
● Allowyourchildwholovesgeographytoplanarouteoratripforyourfamily usingmaps.
● Introduceyourchildtolocalornationalgovernmentthroughvisiting governmentbuildings,readingnewspaperarticlesrelatedtorecentlegislation, orvisitingwebsitessuchaswww.congresslink.org
● Readbiographiesoffamousfiguresfromhistoryorhelpyourchildresearcha timeperiod,ortopicofinterest.

GlossaryofTermsUsedinGiftedEducation

AbilityAssessment:Anabilityassessmentmeasuresastudent’sperformanceona nationally-normedintelligenceinstrument.Therearegroupabilityassessments(e.g.,
CognitiveAbilityTest,TerraNova)andthereareindividualabilityassessments(WISCIV,WNV, Stanford-BinetV).Abilitymeasuresthecapacitytodosomething.Abilityisdifferentfrom achievement.Abilitymeasureshowastudentlearnswhileachievementmeasureswhata studenthaslearned.

Acceleration: Fasterpresentationofcontenttomorecloselymatchthespeedatwhichgifted studentslearn.AccelerationoptionsincludeearlyentrancetoKindergartenor1stgrade, subjectacceleration,whole-gradeacceleration,dualenrollmentprograms,andearlyentrance tocollege.

AchievementAssessment: Anachievementassessmentmeasureshowmuchastudenthas learnedoracquiredlearning.Therearegroupachievementassessments(e.g.ITBS,MAP)and individualachievementassessments(Woodcock-Johnson-IIINU).Achievementisdifferent fromability.Achievementmeasureswhatastudenthaslearnedwhileabilitymeasureshowa studentlearns.

AdvancedPlacement: Thisreferstoaprogramofcollege-levelcoursesofferedthrough CollegeBoard.ManyhighschoolsthroughoutthecountryofferAPcoursesinvarioussubjects. StudentsmaytakeatestinthatsubjectinMaytopotentiallyearncollegecredit.Somecolleges acceptAPcreditwhilesomedonot.

AsynchronousDevelopment:Differingratesforphysical,cognitive,andemotional development.Forexample,agiftedchildmaybechronologically13yearsold,intellectually18, emotionally8,andphysically11.Thediscrepanciesaregreatestforchildrenatthe chronologicalageofabout13,buttheextremesdisplayedbygiftedchildrenhaveledsome expertstodefinegiftednessitselfasasynchronousdevelopment.

Bloom’sTaxonomy: BenjaminBloom’staxonomy(1956)isoftenusedtodevelopcurriculumfor students.Bloom’slevelsofthinkinginclude:knowledge,comprehension,application,analysis,

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synthesis,andevaluation.Giftedstudentstypicallyneedinstructionatthehighestlevelsof Bloom’staxonomywhichpromotehigherlevelthinkingskills.

ClusterGrouping: Placingagroupoffivetotenidentifiedgiftedstudentsinaclassroomwith otherstudentsofmixedabilities.Instructioncanbetargetedtotheclustergroupswithinthe classroom.

CreativeThinkingAbility: Ohiorecognizescreativethinkingasacategoryofgiftedness.A childwithcreativethinkingabilityisonewhoconsistentlyengagesindivergentthinkingthat resultsinunconventionalresponsestoconventionaltaskstotheextentthats/heneedsand canprofitfromspeciallyplannededucationalservicesbeyondthosenormallyprovidedbythe standardschoolprogram.

CurriculumCompacting: Adaptstheregularcurriculumtomeettheneedsofadvanced studentsbyeliminatingworkthathasalreadybeenmasteredorcondensingworkthatmaybe masteredatapacemoreappropriateforthestudent’sabilitylevel.

DifferentiatedCurriculum: Referstoaprocessbywhichthestandardcurriculumismodified incontent,process,product,and/orenvironmenttomeettheneedsofhighabilitystudents. Modificationsrelatetothequalityofworkasopposedtothequantity.

DualEnrollment:Takingupper-levelcourseworkconcurrentlywithgrade-levelcoursework.

EarlyEntrancetoKindergarten/1stgrade:SomechildrenneedtostartKindergartenor1st earlybecausetheyareready.Earlyentranceisdesignedfortheexceptionalchildwhoisboth academicallyreadyaswellasdevelopmentallymaturewhencomparedtoothershisorher chronologicalage.

FullScaleTheFullScaleIQreferstothesumofthepartsonanintelligencetest.Forexample, thefullscaleIQontheWISC-IVisacompositeoftheseparts:VerbalComprehension,Perceptual Reasoning,WorkingMemoryandProcessingSpeed.IQsbetween85and115areconsidered withinthe"averagerange"inthattheyareonestandarddeviationaboveandbelowthemean (100).

GiftednessGiftednessreferstodistinctlyabove-averagecompetenceinintellectual,creative, socioaffective(leadership,empathy,self-awareness)sensorymotorability(strength,fine motorcontrol,endurance),orotherareas(extrasensoryperception,healing)[Gagne].

IowaAccelerationScale(IAS)Thisistheinstrumentthatisrequiredtobeusedinevaluating whole-gradeaccelerationcandidates(earlyentranceaswellasotherwhole-gradecandidates). Theassessmentinvolvesschoolhistory,evaluationofastudent’sability,aptitudeand achievement,developmentalfactors,interpersonalskills,parental/schoolattitudeand support,aswellascriticalitems.

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IQIntelligenceQuotient.Thisisanumericalrepresentationofintelligence.IQisderivedfrom dividingthementalage(basedonanintelligencetestsuchastheWISC-IVortheStanford-Binet V)bythechronologicalage;times100.AnaverageIQisconsideredtobe100(themean).

Post-SecondaryEnrollmentOption(PSEO)Providesstudentswiththeopportunitytoattend collegecourseswhileearningbothhighschoolandcollegecredit.Tuitionforthecollege coursesispaidforwithstateeducationfunds.

Pre-assessmentAnassessmentgivenatthebeginningofaunitorlessontodeterminehow muchcontentthestudenthasalreadymastered.Instructionisthendifferentiatedtomeet studentneeds.

Pull-OutProgramPrograminwhichstudentsarepulledoutoftheregularclassroomona scheduledbasistogotoaresourceroomstaffedbyteacher(s)trainedintheeducationofgifted children.

ReliabilityThisreferstothe“repeatability”andstabilityofscores.Reliabilityreferstothe consistencyofameasure.Atestisconsideredreliableifwegetthesameresultrepeatedly.For example,ifatestisdesignedtomeasureatrait(suchasintroversion),theneachtimethetestis administeredtoasubject,theresultsshouldbeapproximatelythesame.Synonym:Precision.

Self-containedclassroomAself-containedclassroomisaclassroomwherethedistrictplaces studentsinaclassroomwithothergiftedstudentsfull-time,everyday.TheteacherisaGifted InterventionalSpecialist.ThestateofOhiolimitsself-containedclassroomstonomorethan20 students.

Pre-assessmentAnassessmentgivenatthebeginningofaunitorlessontodeterminehow muchcontentthestudenthasalreadymastered.Instructionisthendifferentiatedtomeetthe studentneeds.

Pull-OutProgramPrograminwhichstudentsarepulledoutoftheregularclassroomona scheduledbasistogotoaresourceroomstaffedbyteacher(s)trainedintheeducationofgifted children.ReliabilityThisreferstothe“repeatability”andstabilityofscores.

Reliabilityreferstotheconsistencyofameasure.Atestisconsideredreliableifwegetthe sameresultrepeatedly.Forexample,ifatestisdesignedtomeasureatrait(suchas introversion),theneachtimethetestisadministeredtoasubject,theresultsshouldbe approximatelythesame.Synonym:Precision.

Self-containedclassroomAself-containedclassroomisaclassroomwherethedistrictplaces studentsinaclassroomwithothergiftedstudentsfull-time,everyday.TheteacherisaGifted InterventionalSpecialist.ThestateofOhiolimitsself-containedclassroomstonomorethan20 students.

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ServicesServicesforgiftedstudentsaredeterminedbythelocaleducationagencyorschool district.ServicesvaryamongtheOhioschooldistricts.Aservicemustconformtothe OperatingStandardsforIdentifyingandServingGiftedStudents(OAC3301-51-15).Districtsare toapplyserviceplacementcriteriaconsistently.Servicestypicallyinvolveadifferentiated curriculum.Asetting(APcourse,resourceroom,Honorsclass)isnotservicewithout curriculummodificationsthatarespecifiedintheWrittenEducationPlan.

Socio-EmotionalNeedsManygiftedstudentshaveaffectiveneedsthatincludeheightenedor unusualsensitivitytoself-awareness,emotionsandexpectationsofthemselvesorothers,and asenseoffairness.Typicalissueswithgiftedstudentsincludeperfectionism,depression, underachievement,interpersonalrelationshipsandcareerplanning.

SpecificAcademicAbilityOhiorecognizesthatsomechildrenhaveanaptitudeinaspecific subjectorseveralsubjects.Astudentwhohasspecificacademicabilityistypicallyidentified usinganachievementtest.Ohiorequiresperformanceof95%oraboveatthenationallevelon astandardizedachievementtest.ThefourareasrecognizedbyOhioare:readingand/or writing,mathematics,socialstudiesandscience.Astudentmaybeidentifiedasspecific academicbutnotsuperiorcognitive.Thereversemayalsobetrue.

StandardErrorofMeasures(SEM)TheSEMisessentiallythereliabilityofaninstrument.For example,theSEMontheWISC-IVis3.0.Thismeansachildwhoscores144ontheWISC-IVwould mostlikelyscorebetween141and147ifthatinstrumentisusedagain.ThehighertheSEM,the lessreliabletheinstrument.

StandardizedTestAtesttakenbymanystudentsunderidenticalconditionswhichallows resultstobecomparedstatisticallytoagivenstandard.Popularstandardizedassessments includetheACT,SAT,PSAT,GRE,LSAT,MCAT,IowaTestsofBasicSkillsandtheCognitive AbilityTest.

SuperiorCognitiveInOhio,astudentmustscoretwostandarddeviationsabovethemean (minusthestandarderrorofmeasure)onanintelligencetest(e.g.,WISC-IV,WNVor
Stanford-BinetV)orperformatorabovethe95thpercentileonabasicorcompositebatteryof anationally-normedachievementtest(e.g.,ITBS),orattainanapprovedscoreonanabove gradelevelstandardized,nationally-normedtest(e.g.,ACT,SATorEXPLORE)

TieredAssignmentsInaheterogeneousclassroom,ateacherusesvariedlevelsofactivitiesto ensurethatstudentsexploreideasatalevelthatbuildsontheirpriorknowledgeandprompts continuedgrowth.

TwiceExceptionalThisisatermusedtodescribeachildwhohastwoormoreexceptionalities. Forexample,astudentwhoisbothgiftedandhearingimpaired.

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ValidityValidityistheextenttowhichatestmeasureswhatitclaimstomeasure.Itisvitalfor atesttobevalidinorderfortheresultstobeaccuratelyappliedandinterpreted.Validityisn’t determinedbyasinglestatistic,butbyabodyofresearchthatdemonstratestherelationship betweenthetestandthebehavioritisintendedtomeasure.Therearethreetypesofvalidity: content,criterion-relatedandconstruct.

AppendixA:

DistrictIdentificationTools

InourdistrictweuseavarietyoftoolsfromtheOhioDepartmentofEducation’s listof approvedassessmentstoassessourstudents. Assessmentslisted belowarethose currentlyutilizedbythedistrict.

SuperiorCognitiveAbilityAssessments

InstrumentName
	
Grade administered
	
Reassessment Score
	
Identification Score

In-View
	
2,5,6,7
	
126
	
128

OtisLennonSchool AbilityTest
	
K-12
	
124
	
126

WoodcockJohnson TestofCognitive Abilities,4th Ed.
	
K-12
	
126
	
127

NaglieriNonverbal AbilitiesTest– MultilevelVersion
	
K-12
	
123
	
124

WISC IV
	
K-12
	
123
	
125

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SpecificAcademicAssessments

InstrumentName
	
Grade administered
	
Reassessment Score
	
Identification Score

MeasureofAcademic Progress(MAP)(3 timesperYear)
	
(K-1)MAP Primary (2-10)MAP
	
94th percentile
	
95th percentile

TerraNova,3rd Edition,Multiple Assessments
	
2,5,6,7
	
94th percentile
	
95th percentile

WoodcockJohnsonIV AchievementTest
	
K-12
	
94th percentile
	
95th percentile

PSATAssessment Program (PSAT/NMSQT)
	
10-11*
	
94rd percentile
	
95th percentile

ACTAssessment Program(AAP)
	
10-12*
	
94th percentile
	
95th percentile

SATIReasoningTest (SAT)
	
10-12*
	
94th percentile
	
95th percentile

Stanford AchievementTest(10th Edition)
	
K-12
	
94th percentile
	
95th percentile

CreativeThinkingAbilityAssessments

Assessmentsthedistrictadministersthatprovideforcreativethinkingidentification(provideat leasttwoforassessmentandreassessmentpurposes):

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InstrumentName
	
Grade administered
	
Reassessment Score
	
Identification Score

OtisLennonSchool AbilityTest
	
K-12
	
109
	
110

WoodcockJohnson TestofCognitive Abilities,3rd Ed.
	
K-12
	
111
	
112

NaglieriNonverbal AbilitiesTest– MultilevelVersion
	
K-12
	
108
	
109

NaglieriNonverbal AbilitiesTest– Individual Administration
	
K-12
	
109
	
110(ages5-11)or111 (ages12andup)

In-View
	
2,5,6,7
	
111
	
112

ScalesforRatingthe Behavior Characteristicsof SuperiorStudents (SRBCSS

K-12
	
32
	
51

GiftedandTalented EvaluationScales (GATES)-Creative ThinkingSectionIV
	
K-12
	
65-82
	
83

VisualandPerformingArts

Assessmentsthedistrictadministersthatprovideforvisualandperformingartsidentification (provideatleasttwoforeachartsareaforassessmentandreassessmentpurposes):

InstrumentName
	
Grade administered
	
Reassessment Score
	
Identification Score

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GiftedandTalented EvaluationScales ArtisticTalent Section,Questions 41-50(GATES2)
	
K-12
	
Standard Score
90-100
	
StandardScore 111

ScalesforRatingthe Behavior Characteristicsof SuperiorStudents (SRBCSS),
	
K-12
	
ArtisticV Criteria:59, MusicalVI Criteria:37, DramaticVII Criteria:54
	
ArtisticV Criteria:61, MusicalVI Criteria:39, DramaticVII Criteria:57

ODERubricsfor displayofwork, auditionand performance
	
K-12
	
Art:16 Dance:20 Drama:16 Music:14
	
Art:21 Dance:26 Drama:20 Music:18

APArtPlacement ScoringGuidelines
	
10-12*
	
4
	
5

Italicizedtestsaregivenonlyasrequestedbyreferralsinthegradelevelsastheyare requested.

AppendixB: Sampleforms

I.	ReferralForm II.      WEP
III.	SubjectAccelerationForm IV.	AttributesRubric
V.	WAP

VI.	AppealForm

VII.	WithdrawalfromServices

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