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Gifted Program Home

A blue banner with the text 'GIFTED PROGRAM' in white.

In Ohio, “Gifted” means students who perform or show potential for performing at remarkably high levels of accomplishment when compared to others of their age, experience, or environment and who are identified under division (a), (b), (c), or (d) of section 3324.03 of the Revised Code.  In order to be identified as gifted, a student must achieve a qualifying test score on an Ohio Department of Education (ODE) approved standardized assessment for gifted identification. The OAA, OST, OCBA assessments are not approved tests for gifted identification by the ODE.
 

As a result of the Federal government allowing individual states to determine the nature and scope of gifted education, gifted identification and services vary widely among the states.  Some states have a mandate and funding for identification and services while other states may offer virtually nothing.  Ohio is in the middle of the continuum in that there is a mandate to identify gifted students but no mandate to serve. As a result, gifted services among the local districts vary as much as the states differ in their requirements.

Contact

Elaine Barkan

Elaine Barkan
Gifted Coordinator K-12

  • Identification

    Lake Local Schools (LLS) 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. LLS follows the 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.

    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
    • Other (e.g., psychologist, community members, principal, gifted coordinator, etc.)

    Upon receipt of a referral, the district will:

    • Follow the process as outlined below
    • 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 socioeconomic backgrounds, children with disabilities and children for whom English is a second language. Lake Local conducts whole grade screens in grades 2 - 8 in both reading and math using the Measures of Academic Progress assessment (MAP). Additionally, Lake will conduct whole grade screens for superior cognitive ability and creative thinking in grades 2 and 6. Results of the assessments are sent home to parents within 30 days of the district receiving the reports. MAP results are sent home three times a year.

    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. Although districts are required to identify gifted students, districts are not required to provide service to gifted students. Students that score in the 95th percentile or higher in mathematics on the Measures of Academic Progress assessment are identified as having specific academic ability in mathematics while students that score in the 95th percentile or higher on the Measures of Academic Progress assessment in reading are identified as having specific academic ability in reading.

    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, 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
    • Receipt of services.

    Parents should submit a letter to the building principal outlining the nature of the concern.

  • Service Eligibility

    Eligibility for Services

    The district ensures there are appropriate procedures in place for the assessment of students, who are culturally diverse, economically disadvantaged, have a disability or have limited English proficiency.  Tests from the State approved testing list are used in all testing situations. When necessary and appropriate, accommodations as allowed by the specific test publisher's manual are used.

    Lake Local will serve students that meet the following criteria:

    Grade Identification Criteria for Services
    3-8

    For service in Reading / Writing:

    • By scoring in the superior cognitive range on an ODE approved gifted identifier OR
    • By scoring in the 95th percentile or higher in reading./writing on a ODE approved gifted identifier.
    3-8

    For service in Mathematics:

    • By scoring in the superior cognitive range on an ODE approved gifted identifier OR
    • By scoring in the 95th percentile or higher in math on a ODE approved gifted identifier.

    *Although schools are required to identify students as gifted, service is not mandated therefore all identified students may not be served. By law, Lake is limited as to the number of students that can be served in various service settings. Subjective criteria may not be used to exclude who would otherwise be eligible for service.

    Please contact your child’s building principal  if you have any questions or concerns about your child’s placement.

  • Gifted Service

    Services for elementary and middle school students:

    For gifted service in math, students are clustered into a mixed ability classroom, with other boys and girls gifted in mathematics, and taught daily by a gifted intervention specialist and/or a regular classroom teacher who has on-going professional development in gifted instruction. Students will be encouraged to think critically and apply strategies to real-world situations. Students will be exposed to differentiated instruction including curriculum compacting and problem-based learning.

    For service in reading/writing, gifted students are clustered in a mixed ability classroom and taught daily by the gifted intervention specialist and/or a regular classroom teacher who has on-going professional development in gifted instruction. Students will have opportunities to think and write critically about what they read while strengthening their vocabulary.

    Differentiated instruction addresses Ohio's learning standards while appropriately meeting the students' needs as gifted learners. This instruction includes pacing, breadth, and depth of concepts and skills.

    Services for high school students:

    • Students that are formally accelerated prior to entering high school have the opportunity to matriculate into the honors mathematics track culminating in AP Calculus during their senior year. 
    • Students have the opportunity to participate in a variety of CCP (College Credit Plus) courses at the high school in their area of gifted identification.
    • Students have the opportunity to participate in a wide array of Honors and Advanced Placement courses in their area of identification at the high school.

  • Referral and Permission for Assessment Document

  • Assessment Instruments

    Superior Cognitive Ability

    Cognitive Abilities Test, Form 7,  (CogAT)
    Screening:  126     Identification: grades K-1:  127
    Screening:  127     Identification grades 2-12:  128

    Naglieri Nonverbal Ability Test, 1st or 2nd Edition
    Individual Administration
    Screening:  124    Identification: grades K-6:  125
    Screening:  125    Identification grades 7-12: 126

    Otis-Lennon School Achievement Test, 8thEd (OLSAT)
    Screening:  125       Identification:   126

    Wechsler Intelligence Scale for Children, 5thEd (WISC-5)
    Screening: 126       Identification:  127

    Woodcock-Johnson IV Tests of Cognitive Ability
    Screening:126      Identification: 127

    Specific Academic Abilities

    Iowa Tests of Basic Skills, Form E, Complete Battery (ITBS)
    Screening: 94 %ile            Identification:  95%ile

    Measures of Academic Progress  Assessment
    Screening: 94 %ile            Identification:  95%ile

    Wechsler Individual Achievement Test, 3rd Ed. (WIAT)
    Screening: 94 %ile            Identification:  95%ile

    Woodcock-Johnson IV, Test  of Achievement
    Screening: 94 %ile            Identification:  95%ile

    Stanford Achievement Test, 10th Edition, Complete Battery
    Screening: 94 %ile            Identification:  95%ile

    Kaufman Test of Educational Achievement, (KTEA-II), 2nd Edition
    Screening: 94 %ile            Identification:  95%ile

    Visual and Performing Arts Ability

    Need baseline VPA score:
    Gifted and Talented Evaluation Scale (GATES) (Section 5, Items #41-50)
    Screening:  57   Identification:  78

    SRBCSS, 2004
    Visual (V):  Screening  59  Identification  62
    Music (VII):  Screening  37  Identification   39
    Drama (VII):  Screening  54  Identification  57

    ODE Rubric for Scoring Visual Art/Music/Drama/Dance Performance
    Visual:   Screening 16   Identification 21
    Music:   Screening  14  Identification 18
    Drama:  Screening 16   Identification 20
    Dance:  Screening 20   Identification 26

    Creative Thinking Ability

    Gifted and Talented Evaluation Scale (GATES)
    (Creative Thinking items 21-30)
    Screening: 65                     Identification:  83

    SRBCSS-Creativity, 2004 version
    Screening: 48                     Identification: 51

    Torrance Tests of Creative Thinking figural and Verbal Form B
    Screening: 94 %ile            Identification:  95%ile

    All the above need baseline cognitive ability:

    Cognitive Abilities Test, Form 7,  (CogAT)
    Screening:  110 (K-1); 111 (2-12)
    Identification:  K-1:  111; 2-12:  112

    Otis-Lennon School Achievement Test, 8thEd (OLSAT)
    Screening:  109                   Identification:  110

    Wechsler Intelligence Scale for Children, 4thEd. (WISC-4)
    Screening:  111                    Identification:  112

    Woodcock-Johnson IV: Tests of Cognitive Ability
    Screening:  111                   Identification:  112

     

  • Parent Resources

    Reading

    The Lexile Framework for Reading helps match individual readers to stories and texts that are a “good fit” or at the right level of challenge. After taking the Measures of Academic Progress (MAP) in reading, your child received a Lexile Range. By selecting books that are in this range, you will be able to assist your child in making sure he/she is reading at an appropriate level of difficulty to ensure growth, enjoyment and success in reading.

    Once you have your child’s Lexile score from your classroom teacher this will help you determine your child’s “sweet spot” for reading. By adding 100 to the lowest score in the range provided, you will be able to determine your child’s actual Lexile.
     

    Tried and True Books to share with Parents of Gifted

    Perfectionism – What’s Bad About Being Too Good. Miriam Adderholdt-Elliott, Ph D. Defines perfectionism and how to deal with it with children and adults.

    The Gifted Kids Survival Guide – For Kids 10 and under. Judy Galbraith. This book is written for smart kids.

    The Everything Parent’s Guide to Raising a Gifted Child. Sarah Herbert Robbins. All you need to know to meet children’s emotional, social, and academic needs.

    When Gifted kids Don’t Have All the Answers. How to Meet Their Social and Emotional Needs. Jim Delisle and Judy Galbraith. Offers proven, practical suggestions for encouraging social and emotional growth among gifted children and youth.

    Parenting Gifted Kids. Tips for Raising Happy and Successful Children. Jim Delisle. Humorous, engaging look at raising gifted children. Practical, down-to-earth advice.

    See Jane win – for Girls. Sylvia Rimm. A Smart Girl’s Guide to Success.

    The Survival Guide for Parents of Gifted Kids. Sally Yahnke Walker. How to understand, live with, and stick up for your gifted child.

    Raisin’ Brains. Karen Isaacson. Humorous, true, anecdotes on living life with gifted children and adults. Underlying the humor are unique insights about giftedness, motivation, perfectionism, and acceptance.

    Mathematics

    Prodigygame

    • Prodigygame.com allows leveled practice for your child in mathematics and covers concepts taught in grades 1-8.
    • Students take a diagnostic test that places them at their most optimal level for growth.
    • The structure of this product allows your child to learn math in a highly engaging game based environment.

    Zearn

    • Zearn is a product that allows students to deepen both their conceptual understanding and math fluency.
    • Students learn to understand the meaning behind numbers and mathematical procedures.
    • Students complete a warm up, view a math chat, and independent practice.

    Mathplayground

    • Mathplayground has a series of interactive games that reinforces math skills and are engaging to students.
    • By selecting a grade level towards the middle of the page, you will be directed to a large variety of games that reinforce skills at that grade level.
    • Students move to the “next level” within games by giving the correct answers to the problems posed.

    Multiple Subjects

    Turtlediary

    • Turtlediary has a variety of practice games in different areas for students.
    • From the homepage, select your child’s grade level. If you wish for your child to access above grade material, select a higher grade level than the grade level your child in currently enrolled.
    • Once you select the grade level, select games and then select the subject area.

    ABCya

    • ABCya has a variety of educational games available to your child.
    • Select the grade level you wish to visit.
    • Select the topic you are interested in.
    • Select the game you wish to play.