Gifted & Talented

Grades 3-5

• P.A.C.E. Program 
• Subject and Whole Grade Acceleration

Grades 6-8 

• Honors Math
• Honors English Language Arts
• Pre-Algebra
• Algebra I 
• Visual/Performing Arts Options
• Core Plus Options
• Subject and Whole Grade Acceleration

Grades 9-12

• Honors Classes
• Advanced Placement Classes
• Visual/Performing Arts Options
• Post-secondary Options (CCP classes) 
• Subject and Whole-Grade Acceleration

P.A.C.E Program

The P.A.C.E. program serves Superior Cognitive Ability students in grades 3-5 in a pull out program one day a week in a resource room with a gifted intervention specialist. This program offers a differentiated educational program especially designed to meet the learning needs of our most academically able students greater depth and complexity of concept, faster pace, time for independent study, and concentration on higher levels of thinking skills. Program Goals include student development of:

• Enrichment to supplement academic ability and above grade level education.
• Talents and abilities in relation to self, others, and society.
• Research techniques and planning and organizational skills
• Various forms of communication
• Critical thinking skills and creative thinking skills

Criteria for Placement

Placement decisions for services in the P.A.C.E. (Providing Acceleration, Creativity & Enrichment) Classroom are based on the following criteria:

• Student must meet ODE guidelines for gifted identification in superior cognitive thinking.
• ODE guidelines designate a ratio of 1 gifted intervention specialist per 20 students in a resource room setting must be maintained.
• In the event more than 20 students at one grade level are identified with the superior cognitive ability designation, placement will be made based on descending cognitive test scores.
• In the event of several students obtaining the same score, a matrix will be used to determine placement.
• Every effort will be made to notify parents of placement for services prior to the start of each school year.
• Identification information for transfer students meeting ODE guidelines or students newly-identified during the school year will be reviewed and placement made on a space available basis.

Restrictions

• No P.A.C.E. Classroom placements will be made after the end of the first semester.
• Parents/guardians of identified students shall have a pre-conference with the appropriate gifted intervention specialist.

Acceleration

• Acceleration Pathways Elementary Grade Levels to Middle School
• Acceleration Plan

Referrals and Whole-Grade Screenings for Identification

A student is considered screened for gifted identification when he or she is evaluated using an instrument approved for gifted identification. Public school districts (city, local, and exempted village) will evaluate district students referred or recommended for gifted identification and provide opportunities for evaluation during whole-grade screenings.

Referrals: Parents, guardians, teachers, or peers may refer students for a gifted identification evaluation. Students may also refer themselves. Public school districts must evaluate a student within ninety days of an initial referral for gifted identification. Districts are required to provide two opportunities per year for the evaluation of students in grades K-12 who are referred for identification in any area of gifted ability.

Referral Form

Whole-Grade Screenings: Districts must provide whole-grade screenings in the areas of superior cognitive ability, specific academic ability reading/writing, specific academic ability mathematics, and creative thinking ability for two grade bands during the year. Bowling Green City Schools screens 2nd and 4th grades each year using ODE's approved list of assessments.

Appeal Procedure

An appeal by the parent is the reconsideration of the results 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 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 with 30 days of the appeal. This written notice should include the reason for the decision(s). 

Eligibility of Children Who are Gifted

Ohio defines a student who is gifted as one who “performs or shows potential for performing at remarkably high levels of accomplishment when compared to others of their age, experience, or environment” (Ohio Revised Code 3324.01).

Ohio Department of Education Criteria for Identification by Ability Area

Superior Cognitive Ability: Districts shall identify students as gifted in the area of superior cognitive ability when a student accomplishes any of the following: scores two standard deviations above the mean, minus the standard error of measurement, on an approved intelligence test; ​performs at or above the ninety-fifth percentile on an approved composite battery of a nationally normed achievement test; or ​attains an approved score on an approved nationally-normed above grade level achievement test.

Specific Academic Ability: Districts shall identify students as gifted in the area of specific academic ability when a student performs at or above the ninety-fifth percentile in a specific academic ability field on an approved nationally-normed achievement test.

Creative Thinking Ability: Districts shall identify students as gifted in the area of creative thinking ability when a student scores one standard deviation above the mean, minus the standard error of measure, on an approved intelligence test and also attains either a qualifying score on an approved checklist of creative behaviors or a qualifying score on an approved creativity test.

Visual or Performing Arts Ability: Districts shall identify students as gifted in the area of visual or performing arts ability when a student demonstrates superior ability in a visual or performing arts area through a display of work, an audition, or other performance or exhibition and also obtains a qualifying score on an approved checklist of behaviors related to a specific arts area.

Raising a child who is gifted can be both exciting and challenging. Children who are gifted may develop at a faster rate cognitively than they do physically or emotionally. Parenting children who are gifted means understanding their unique development and providing them with extra attention and support. 

The following are resources will help parents recognize if a child shows signs of being gifted, understand the gifted child’s unique development, and help parents create enriching environments at home and in school.

• Ohio Association for Gifted Children
• National Association for Gifted Children

Additional Resources for Parents

• Academic Acceleration for Advanced Learners
• The Young Gifted Child
• Translated Documents in Gifted Education
• Understanding and Advocating for Your Gifted Child
• Complaint Procedures for Gifted Education
   

Developed by: Joy Sama, Michelle Watson, Dana Weber and Rachel Smethers-Winters

Myths about Gifted Students

Myth: Gifted children will achieve without guidance.
Fact: Without appropriate guidance and support, gifted children may lose motivation or underachieve.

Myth: Gifted students are best served when tutoring others or when given larger quantities of work at average grade level.
Fact: When gifted students consistently tutor others, often they are not learning anything new. This can cause unhealthy self-esteem issues for both the tutored and the gifted student. Gifted children need a high degree of educational challenge, not more of an average level.

Myth: Gifted students are ‘teacher pleasers,’ are easy to teach, and will always make straight “As.”
Fact: In order for gifted students to maintain high levels of achievement, teachers must make curricular adjustments, not just give ‘more’ work. Without appropriate modifications, gifted students may develop behavior problems.  Gifted students will not always achieve, especially if unmotivated.

Knowing the Student: Other Considerations about Gifted Learners
Gifted students may experience specific social and emotional considerations:

• Asynchronous development
• Underachievement
• Perfectionism
• Twice-Exceptionality

Modify Instruction and Assessment

There are three ways to differentiate standards for gifted students: teaching advanced skills and using high quality, grade-appropriate content; teaching grade-level skills and using above-grade level content; and teaching advanced skills and using above-grade level content.