Gifted Services

Gifted education is an intervention placement that is designed to meet the unique needs of students who score significantly above their age peers on state-approved achievement and ability tests. Typically these students:

  • acquire knowledge quickly

  • manipulate knowledge easily

  • see relationships between discrete pieces of information

  • understand knowledge at a complex level

  • are capable of abstractions and generalizations

  • show perseverance

  • are independent in thought and judgment

  • are curious about many problems and issues, and 

  • are motivated by the unknown. 

While these characteristics are seen in other students, gifted students demonstrate them well before their chronological peers.

Due to these qualities, gifted students need unique and diverse opportunities to meet their educational needs. The district's mission is to allow them to excel and to achieve their potential.

Gifted Intervention Specialists

Barrington Elementary 

Mrs. Jane Reyer

Mrs. Sarah Hurdzan

Greensview Elementary

Mrs. Jeanne Beaver

Tremont Elementary

Mrs. Ashley Irskens

Wickliffe Elementary

Mrs. Melissa Szabrak

Windermere Elementary 

Mrs. Amy Graver

Hastings Middle- 6th grade

Mrs. Kelly Tederous

Hastings Middle- 7th & 8th grades

Mrs. Rene Stevenson

Jones Middle 

Mrs. Kathy Preston

 

Gifted Definition

Gifted students are defined by the State of Ohio as those who “perform or show potential for performing at remarkably high levels of accomplishment when compared to others of their age, experience, or environment who are identified under division (A), (B), (C), or (D) of section 3324.03 of the Ohio Revised Code.” The state requires gifted identification in the areas of superior cognitive ability, specific academic ability, creative thinking ability, and the visual and performing arts.

Criteria for Gifted Identification

Superior Cognitive Ability:  a score within the preceding twenty-four months at least two standard deviations above the mean, minus the standard error of measurement, on an approved individual or group intelligence test, OR performance at or above the ninety-fifth percentile on an approved individual or group standardized basic or composite battery of a nationally normed achievement test, OR attainment of an approved score on one or more above grade-level standardized nationally normed approved tests*

Specific Academic Ability:  a score within the preceding twenty-four months in the 95th percentile or above at the national level on an approved individual or group standardized achievement test of specific academic ability in that field*

Creative Thinking Ability:  a score within the preceding twenty-four months at least one standard deviation above the mean, minus the standard error of measurement, on an approved individual or group intelligence test AND a qualifying score on an approved individual or group test of creative ability OR sufficient performance on an approved checklist of creative behaviors*

Visual and Performing Arts:  a demonstration of superior ability in a visual or performing arts area to a trained individual through a display of work, an audition, or other performance or exhibition AND exhibition of sufficient performance to a trained individual, as established by the Department of Education, on an approved checklist of behaviors related to a specific arts area*


*approved means inclusion on the Department of Education's Chart of Approved Assessments

Identification Process

The district accepts referrals, screens and identifies, or screens and reassesses students who perform or show potential for performing at high levels of accomplishment in the areas of superior cognitive ability, specific academic ability, creative thinking ability, and/or visual and/or performing arts. The district must follow policy and procedures established in Ohio Administrative Code 3301-51-15.  These rules specify that assessment instruments must come from the list approved by the Ohio Department of Education.

The district shall provide at least two opportunities each year for assessment in the case of children requesting assessment or recommended for assessment by teachers, parents, or other children.

Referral

Children may be referred in writing on an ongoing basis, based on the following:

  • Child request (self-referral);

  • Teacher recommendation;

  • Parent/guardian request;

  • Child referral of peer; and

  • Other (e.g. psychologist, school counselor, community member, principal, gifted intervention specialist, etc.)

Upon receipt of a referral, the district will: 

  • Follow the process as outlined below within 90 days of the referral date, and

  • Notify parents of results of screening or assessment and identification within 30 days.

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, children with disabilities, and children for whom English is a second language.

Identification

When the screening assessment has been completed, if the data obtained is from an approved identification instrument and the score meets cut-off scores specified in Department of Education guidance, the identification decision is made, and student's educational needs are determined. Identification scores remain in effect for the remainder of the student's K-12 school experience.

Reassessment

When the screening assessment has been completed, if the data is from an approved screening instrument or from an identification instrument on which the student is within a district-specified range below the identification score, re-assessment for possible identification occurs.

Out-of-District Scores

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

Transfer

The district ensures that any child transferring into the district will be assessed within 90 days of the transfer at the request of the parent. Parents shall contact the building principal.

Appeal Procedure

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

  • Screening procedure or assessment instrument (which results in identification).

  • The scheduling of children for assessment;

  • The placement of a student in any program; and

  • Receipt of services.

Parents should submit a letter to the superintendent 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 notice should include the reason for the decision(s).

Assessment Instruments

The Upper Arlington City School District accepts referrals, screens and identifies, or screens and reassesses students who perform or show potential for performing at high levels of accomplishment in the areas of superior cognitive ability, specific academic ability, creative thinking ability, visual arts, and/or performing arts. The district must follow policy and procedures established in Ohio Administrative Code 3301-51-15.  These rules specify that assessment instruments must come from the list approved by the Ohio Department of Education.

The district uses the following instruments for superior cognitive ability identification:

 Instrument  Minimum Score
Needed for Identification 
Minimum Score Needed for 
Further Assessment
Cognitive Abilities Test (CogAT) Gr. K-1:   127
Gr. 2-12: 128
Gr. K-1:   125
Gr. 2-12: 126
InView - A Test of Cognitive Abilities128126
Wechsler Intelligence Scale for Children,
5th Edition (WISC-V)
127125
Woodcock-Johnson IV Tests of Cognitive
Abilities (WJ-IV) 
127125
Kaufmann Assessment Battery for
Children, 2nd Edition (KABC-II) 
Gr. K-2:   127
Gr. 3-12: 126 
125
124 
Wechsler Nonverbal Scale of Ability (WNV)125123

 

The district uses the following instruments for specific academic ability identification:

 Instrument  Minimum
Score
Needed for Identification
Minimum
Score
Needed for Further
Assessment
Iowa Tests of Basic Skills (ITBS) 95th percentile93rd percentile
TerraNova, Third Edition, Complete95th percentile    93rd percentile
Woodcock-Johnson IV,
Tests of Achievement
95th percentile93rd percentile
Kaufmann Tests of Educational
Achievement, 3rd Edition, (KTEA-III) 
95th percentile93rd percentile
PSAT/ACT/SAT95th percentile93rd percentile

 

The district uses the following instruments for creative thinking ability identification:

 Instrument  Minimum Score
Needed for
Identification 
Minimum Score
Needed for 
Further
Assessment
Ability Component  
Cognitive Abilities Test (CogAT)Gr. K-1:   111
Gr. 2-12: 112
Gr. K-1:   109
Gr. 2-12: 110
InView - A Test of Cognitive Abilities112110
Wechsler Intelligence Scale for 
Children, 5th Edition (WISC-V)
112110
Woodcock-Johnson IV Tests of Cognitive
Abilities (WJ-IV) 
112110
Kaufmann Assessment Battery for
Children, 2nd Edition (KABC-II) 
Gr. K-2:   112
Gr. 3-12: 111
110
109 
Wechsler Nonverbal Scale of Ability (WNV)110108
   
Creative Thinking Checklist Component  
Gifted and Talented
Evaluation Scales 2 (GATES-2), 
Creative Thinking, Questions 21-30
8365-82
Scales for Rating the
Behavior Characteristics
of Superior Students (SRBCSS),
Part II, Creativity
5148-50

The district uses the following instruments for visual and performing arts identification:

 Instrument  Minimum
Score
Needed for
Identification
 
Minimum
Score

Needed for 
Further
Assessment
 Performance Component  
Ohio Department of Education Rubric
    Visual
    Drama
    Music
    Dance
   
21-24
20-24
18-21
26-30

16-20
16-19
14-17
20-25
   
Checklist Component  
Gifted and Talented
Evaluation Scales 2 (GATES-2):  
Artistic Talent Section, Questions 41-50
 78 57-77
Scales for Rating the Behavior
Characteristics of 
Superior Students (SRBCSS)
    Visual
    Drama
    Music
    (No Dance)



61
57
39



59-60
54-56
37-38

Twice-Exceptional Students

Twice-exceptional (2E) students are those who have learning disabilities AND who are gifted in superior cognitive ability, specific academic ability (reading/writing, math, science, and/or social studies), creative thinking ability, and/or ability in the visual and performing arts.  Inconsistencies in a student’s abilities may be an indicator of twice-exceptionality. Identifying twice-exceptional students can be challenging because their areas of giftedness may compensate for their learning disabilities, and conversely, their disabilities may mask their giftedness. ODE's Twice Exceptional Guide lists characteristics of students who are twice-exceptional and describes strategies and interventions for addressing learning disabilities while building on areas of strength.

Resources for Parents and Teachers

Ohio Department of Education: Twice-Exceptional Guide

Ohio Department of Education: Ohio's Twice-Excpetional Students (2014)

The Belin-Blank Center at the University of Iowa: The Paradox of Twice-Exceptionality

Twice-Exceptional (2e) Newsletter

Upper Arlington Schools: English Language Learner Services

Upper Arlington Schools: Special Education Webpage 

 

 

Gifted Services for 2017-18

While the State of Ohio requires and sets the criteria for gifted identification, each school district determines the gifted services it will provide and the criteria for receiving those services. The Upper Arlington City School District ensures equal opportunity for all district students to receive any services offered by the district for which the student meets the criteria. 

Tier 1: Basic Services

All students who are identified as gifted receive basic services through differentiated instruction in the classroom. Classroom teachers provide differentiated services to students in a variety of ways, including:

  • Leveled texts and resources

  • Challenge centers for creative and critical thinking

  • Tiered assignments

  • Flexible grouping

  • Interest-based and interdisciplinary projects

  • Compacted curriculum

  • Co-curricular opportunities and competitions

  • Technology-based activities

Tier 2: Intermediate Services

Students who are identified as gifted in the area of superior cognitive ability, creative thinking ability, and/or in any of the specific academic areas may demonstrate a need for services that is beyond the scope of the regular classroom and/or the expertise of the classroom teacher. The Gifted Intervention Specialist will assist with the design of lessons and activities with greater rigor and complexity. Appropriate academic challenge will be provided through opportunities such as cooperative groups, independent study, learning centers, and special projects. 

Tier 3: Targeted Services (reported on Written Education Plans)

In grades four and five, students who score two standard deviations above the mean, minus the standard error of measurement, on an approved individual or group standardized cognitive abilities test and who perform at or above the ninety-fifth percentile at the national level on an approved individual or group standardized achievement test in math, will receive gifted services in a replacement math class, meeting with the Gifted Intervention Specialist each day for the math period. The Gifted Intervention Specialist is the mathematics teacher of record and will assign the grade. In fourth grade replacement math, the grade-level curriculums for fourth grade and the first half of fifth grade will be compacted into one year. In 2017-2018, the fifth grade replacement math class will cover the 6th grade curriculum. (In subsequent years, students in the 5th grade replacement math class will study the second half of the fifth grade curriculum and all of the sixth grade curriculum.) Although gifted services in math are not provided beyond the fifth grade, students will continue to follow an accelerated math curriculum at the secondary level.

In grades six through eight, students who score two standard deviations above the mean, minus the standard error of measurement, on an approved individual or group cognitive abilities test and who attain a total score at or above the ninety-fifth percentile at the national level on an approved individual or group standardized achievement test are eligible to enroll in Concilium English Language Arts. Concilium classes are taught by gifted intervention specialists who are the teachers of record.

At the high school level, students who score two standard deviations above the mean, minus the standard error of measurement, on an approved individual or group cognitive abilities test or who perform at or above the ninety-fifth percentile at the national level on an approved individual or group standardized achievement test in math may be provided gifted services via an Advanced Placement (AP) or International Baccalaureate (IB) mathematics course. Students who score two standard deviations above the mean, minus the standard error of measurement, on an approved individual or group cognitive abilities test or who perform at or above the ninety-fifth percentile at the national level on an approved individual or group standardized achievement test in reading may be provided gifted services via an Advanced Placement (AP) or International Baccalaureate (IB) English Language Arts course. 

Summary of Tier 3 Gifted Services 

Grades

Service 


Criteria


 4-5

 

Replacement
Math

 

1) a score two standard
deviations above the mean,
minus the standard error
of measurement, on an
approved individual or
group standardized cognitive
abilities test AND

2) performance at or
above the 95th percentile
at the national level on
an approved individual
or group standardized
achievement test in math

 6, 7, 8

 

Concilium

 

1) a score two standard
deviations above the mean,
minus the standard error
of measurement, on an
approved individual or
group standardized
cognitive abilities test AND

2) a total score at or
above the 95th percentile
at the national level on an
approved individual or
group standardized
achievement test

9-12

Advanced
Placement and
International Baccalaureate
Courses

1) a score two standard
deviations above the mean,
minus the standard error
of measurement, on an
approved individual or
group standardized
cognitive abilities test OR
2) performance at or
above the 95th percentile
at the national level on
an approved individual or
group standardized
achievement test in
math for AP/IB mathematics
courses or in reading for
AP/IB English Language
Arts courses





 

Acceleration

Subject and whole-grade acceleration are options at every grade level for any student who meets the district’s criteria. For more information, please contact your building principal.

High School Opportunities

In grades 9-12, students who are gifted have access to the following courses and opportunities that are available to all students:

  • Honors classes

  • Advanced Placement (AP) and International Baccalaureate (IB) classes

  • Music, visual arts, and theater arts classes

  • College Credit Plus

  • Educational options (i.e. credit flexibility)

  • National, state, and regional opportunities (e.g. Martin Essex School, Northwestern University’s Midwest Talent Search, Mock Trial, Speech and Debate)

  • Mentorships, Senior Capstone Project

  • Leadership opportunities (e.g. student government, Model United Nations)

  • College and career counseling

Written Education Plans

When students identified as gifted are reported to parents and the Ohio Department of Education as served, they must have a Written Education Plan (WEP) in compliance with the Operating Standards for Identifying and Serving Gifted Students.

Withdrawal

If at any time a student wishes to withdraw from gifted services, the child or parent should present a request in writing to the building administrator. If children request to withdraw, the parents will be notified.

Gifted Identification in Visual And Performing Arts

How are students identified as gifted in the visual and performing arts?

The Upper Arlington City School District follows the state of Ohio mandate for identification in the visual and performing arts. Students are identified in four arts areas: music (vocal and/or instrumental), theater, dance, and visual art. To be identified, students must earn a qualifying score on a state-approved checklist of behaviors related to the specific arts area and obtain an acceptable score on an Ohio Department of Education rubric used to evaluate a performance or art portfolio.

Who identifies students as gifted and talented in the visual and performing arts?

Following the district's receipt of a referral form by December 1, 2017 from a student, parent, or teacher and the receipt of parent permission, visual and performing arts teachers will complete a checklist of artistic behaviors for each nominated student. If a student earns a qualifying score on the checklist, he/she is invited to a performance audition or, for visual art, a portfolio evaluation in February 2018. Visual and performing arts teachers, as well as arts experts in the community, will serve as evaluators.

How and when are parents notified?

If a child is newly identified in any area of the visual and performing arts, parents/guardians will receive notification of identification via U.S. mail in the spring.

Does the Upper Arlington City School District offer gifted services in the visual and performing arts?

At this time, the state of Ohio only mandates gifted identification in the arts. Official gifted services are not provided. Parents are encouraged to communicate with the visual and performing arts teachers in the schools to learn about enrichment opportunities offered at each building and in the community.

Where can I find more information about visual and performing arts gifted identification?

Information for parents and students can be found by clicking this link. To download the gifted referral form, please click here

For in depth information about gifted identification in Ohio, visit this link.

For questions about the district’s gifted identification process for the visual and performing arts, please contact your child’s Art or Music teacher or Jeanne Beaver, Teacher Leader for Gifted Services, at jbeaver@uaschools.org or 614-487-5158, Ext. 1282.

Enrichment

Enrichments are activities purposely designed to expose students to a wide variety of disciplines, issues, occupations, hobbies, persons, places, and/or events. They may expand the scope of the regular curriculum or introduce topics not covered in the general education curriculum. The student audience will vary depending on interest and ability.  Enrichments are not considered to be gifted services.

District Opportunities for All Students

  • After-school enrichment programs, K-5

  • Destination Imagination

  • Invention Convention

  • Middle School Mock Trial

  • Robotics

  • Power of the Pen

  • Drama and theater

  • Interest-based clubs at the elementary and secondary levels

Resources

Websites for Students

Contact Information

Kevin A. Gorman, Ed.D.
Director of Student Services
kgorman@uaschools.org

Cindy Teaff
Student Services Secretary
cteaff@uaschools.org

Kathy Lawton, PhD,BCBA-D
Special Ed Coordinator
klawton@uaschools.org

Mary Rosser, M.ED.
Special Ed Coordinator
mrosser@uaschools.org

Jeanne Beaver, MAT
Gifted Services Teacher Leader
jbeaver@uaschools.org

Phyllis Harper
Records Officer
pharper@uaschools.org

 

4770 Burbank Drive
Upper Arlington, Ohio 43220
Phone icon (614) 487-5197

 

UPPER ARLINGTON SCHOOLS
1950 North Mallway Drive
Upper Arlington, Ohio 43221
(614) 487-5000

Website questions or feedback?

Challenge and support every student,
every step of the way.

powered by finalsite