Gateway Academy is a comprehensive gifted program that offers formal accelerated and enriched services in Math and English Language Arts to highly gifted students in grades 4-6. Gateway students also receive an enriched science and social studies curriculum through differentiated instruction.
MathPlus is a gifted math program that provides formal services to students in grades 4-6 via an accelerated pathway to completion of a compacted math curriculum.
Junior high school level gifted services are provided via Gifted English courses, as well as advanced and accelerated math and science courses.
High school level gifted services are provided via Advanced Placement and College Credit Plus Courses.
Additional gifted services are provided through cluster grouping gifted students and acceleration and enrichment strategies.
We recognize that the unique characteristics of gifted children necessitate differentiated programming. Special characteristics may include precocious insightfulness, uniqueness of response, and the ability to integrate several levels of thinking and reasoning. The district provides differentiated learning experiences for those children identified for gifted education services. These experiences may include the provision for quality time spent with peers of similar interest and abilities; opportunities for involvement in clubs, organizations, enrichment groups and activities; and social and emotional support, whole class lessons, and small group work.
The Ohio Department of Education defines “gifted” as a student who performs or shows potential for performing at remarkably high levels of accomplishment when compared to others of the same age, experience, or environment (ORC, Sec. 3324.01).
In accordance with Ohio rule and law pertaining to gifted education, the Pickerington Local School District use the Ohio Department of Education’s three-part approach to screening, assessing, and identifying gifted students:
Step One: Screening: (all students) To ensure equal access to screening and further assessment by 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, ALL STUDENTS are screened for gifted identification in grades 3 5, and 11 as part of whole grade screening.
Opportunities exist for students to take these tests in their native language and for students with physical and sensory needs to take these tests with appropriate accommodation as each assessment permits. Parental authorization is not required for whole grade assessments; however, parents may opt their children out of participation in group assessments by submitting a written request to the building principal. Some students are identified gifted directly from this screening step. Tests are administered only by qualified and licensed educators. By using tests from the ODE approved list the district insures that the tests are valid for all special populations.
Step Two: Assessment (some students) The assessment stage examines the data gathered from the whole grade screening stage and determines if additional assessment is necessary. In making decisions about additional assessment, existing test data for students is not the sole determining criteria. School personnel examine all available information about a student to determine if an evidence of possible giftedness exists for that student and conduct necessary additional assessments. District-determined cut-off scores, to move students from screening stage to the proactive assessment stage, are lower than the scores necessary for identification.
Step Three: Individual/Small Group Assessment (few students) Assessment strategies provide additional data necessary for an identification decision. Strategies for additional assessment include the individual and group-testing requirements of Sections 3324.01-3324.07 of the Ohio Revised Code. Parent authorization must be obtained for individual assessments. Once additional assessment has been completed, the data obtained throughout the stages of identification are compared to the State of Ohio gifted standards, and parents are notified of the assessment results. Some students are identified at this point.
Parent/Guardian Referrals: Although anyone may refer a student for possible gifted screening, a parent or legal guardian’s signature is required to begin the assessment process. Hence, all referrals must be in writing on the District Referral Form and the person initiating the referral must obtain the signature of the parent or legal guardian of the student. Screening-Referral Referrals may be submitted for the district’s Fall or Spring Referral Deadline. Any referral received after the deadline will be screened and assessed in the following testing window (which may be in the subsequent school year).
Referrals are for a possible area of gifted identifications only. By signing a referral, the person initiating the referral is certifying that he/she believes that the student shows “a high potential for performing at a level significantly above his/her grade and age level peers and of qualifying as gifted in accordance with the State of Ohio standards.” Gifted referrals are not to be utilized as a means to request testing for purposes other than the identification of gifted students. To request testing for any purpose other than gifted identification invalidates the referral and disqualifies the student from testing during that testing window. Once the referral is submitted the testing may occur at any time. The testing may be in small or large group. Parents are not notified of the name of the testing instrument nor of the time/date of the assessment prior to testing due to the large number of gifted referrals and the complication of scheduling these tests at 14 different buildings. Additionally, gifted assessments are secured testing materials, and there is no recommended “studying” for these types of tests. Parents/guardians/teachers will receive their student’s total score but in no situation will be able to review test question or individual student answers.
NOTE: No referrals are required for 3rd or 5th grade in the Fall window because whole grade screening covers the testing for those time period.
The district will test any child transferring into the district within 90 days of the transfer at the request of the parent provided that the request is made at the time of registration. Requests made after the student has been enrolled in PLSD and attended classes for more than 10 school days will no longer be considered as transfer student requests, and the student will be tested in the next testing window based on the date of receipt of the Screening-Referral
Outside testing data performed by a licensed psychologist in the State of Ohio, is less than 24 months old and occurred when the student was at least in second grade and utilized a testing instrument from the Ohio Department of Education’s Approved List for Gifted Identification shall be accepted for identification and service. For information on submitting outside testing data please contact Leanne Ross at Leanne_Ross@plsd.us.
Superior Cognitive Ability – Two Standard Deviations above the mean on an IQ or SAI test. Generally a 130 plus or minus the standard error. Depending on the assessment students can qualify for this identification with a score between 126-129. Examples of tests in this category are the Inview, Otis Lennon, CogAt.
Gifted in Reading or ELA – A 95th percentile on a Nationally Normed Achievement Reading or Language Test. Examples of tests in this category are the Stanford, Terra Nova, Iowa.
Gifted in Math – A 95th percentile on a Nationally Normed Achievement Math. Examples of tests in this category are the Stanford, Terra Nova, Iowa.
*Gifted in Science – A 95th percentile on a Nationally Normed Achievement Science. Examples of tests in this category are the Stanford, Terra Nova, Iowa. (generally not assessed until 5th grade or later since extensive study of this content area does not begin until middle school)
*Gifted in Social Studies – A 95th percentile on a Nationally Normed Achievement Social Studies. Examples of tests in this category are the Stanford, Terra Nova, Iowa. (generally not assessed until 5th grade or later since extensive study of this content area does not begin until middle school)
Creativity – An SAI/IQ of one standard error or higher. Generally 115 plus or minus the standard error AND an approved score on a creativity checklist by a trained educator.
Gifted in the Arts – An approved score on an evaluation by a trained educator in the area of identification (music, fine arts, theatre, dance).
Gateway Academy is a comprehensive 4th through 6th grade Gifted School located at Toll Gate Middle School where students receive Accelerated and Enriched ELA and Math Curriculums along with Enriched Science and Social Studies Curriculums. Students spend the entire school day with gifted peers and are instructed by Gifted Intervention Specialists who are uniquely trained to support their social and emotional development. At the end of the three year program, students enter junior high school subject area advanced 1 year in English and 2 years in Math.
A student who meets ALL of the following requirements shall be eligible for consideration for selection to the Gateway Academy.
- School Ability Index (SAI) or Intelligence Quotient (IQ) as measured by a standardized group intelligence test administered within 24 months prior to initial placement, with performance two standard deviations above the mean, minus the standard error of measurement. AND
- Specific academic ability in mathematics, as measured by a standardized group achievement test related to specific academic ability and administered within 24 months prior to initial placement with performance at or above the 95th national percentile. AND
- Specific academic ability in reading/language, as measured by a standardized group achievement test related to specific academic ability and administered within 24 months prior to initial placement with performance at or above the 95th national percentile.
- School Ability Index (SAI) or Intelligence Quotient (IQ) as measured by a standardized group intelligence test administered within 24 months prior to initial placement, with performance three standard deviations above the mean. (NAI scores from Naglieri Nonverbal will not be used for this qualifier due to the exclusion of the verbal component on this particular test)
There will be no exceptions made to this policy.
Math Plus is a compacted, enriched and accelerated math program in 4th through 6th grade located at every Elementary and Middle School in the Pickerington Local School District. Students receive and Accelerated and Enriched Math Curriculums. Students spend the daily math class period with gifted peers and are instructed by Gifted Intervention Specialists who are uniquely trained to support their social and emotional development. At the end of the three year program, students enter junior high school subject area advanced 2 years in Math.
Any student who meets ALL of the following requirements shall be eligible for consideration for selection to the Math Plus
- School Ability Index (SAI) or Intelligence Quotient (IQ) as measured by a standardized group intelligence test administered within 24 months prior to initial placement with performance of 122 or higher. AND
- Specific academic ability in mathematics, as measured by a standardized group achievement test related to specific academic ability and administered within 24 months prior to initial placement with performance at or above the 95th national percentile.
- School Ability Index (SAI) or Intelligence Quotient (IQ) as measured by a standardized group intelligence test administered within 24 months prior to initial placement, with performance three standard deviations above the mean. (NAI scores from Naglieri Nonverbal will not be used for this qualifier due to the exclusion of the verbal component on this particular test).
There will be no exception made to this policy.
Gifted English 7, 8, 9
Gifted English 7, 8, 9 are enriched courses offered at the Junior High School level where students are offered a wider breadth and deeper exploration of the grade level content standards. Students complete additional and above grade level readings, written work and projects to extend their learnings beyond the traditional classroom. Gifted English 9 is a high school English course that is taken for high school credit and impacts the high school GPA. Gifted English 9 now has an AIR end of course exam that must be passed as part of the new Ohio High School Graduation Requirements.
Gateway students continue their accelerated and enriched ELA curriculum at either Lakeview or Ridgeview Junior High School with Gifted English 8 (as a 7th grader) and Gifted English 9 (as an 8th grader). These are the only students eligible for these classes as they have already completed Gifted English 7 at Gateway Academy and achieved a passing score on the state 7th grade ELA AIR test as 6th graders on Written Acceleration Plans.
Any student who meets ALL of the following requirements shall be eligible for consideration for selection to the Gifted English 7 as a 7th grader or Gifted English 8 as an 8th grader.
- School Ability Index (SAI) or Intelligence Quotient (IQ) as measured by a standardized group intelligence test administered within 24 months prior to initial placement with performance of 122 or higher. AND
- Specific academic ability in Reading/ELA, as measured by a standardized group achievement test related to specific academic ability and administered within 24 months prior to initial placement with performance at or above the 95th national percentile. AND
- Score of Proficient or higher on previous year’s ELA AIR test.
There will be no exception made to this policy.
Algebra and Geometry
Algebra and Geometry are rigorous high school math courses that are taken for high school credit and impact the high school GPA. Both courses now have AIR end of course exams that must be passed as part of the new Ohio High School Graduation Requirements.
Gateway and MathPlus students continue their their accelerated and enriched math curriculum at either Lakeview or Ridgeview Junior High School with Algebra (as a 7th grader) and Geometry (as an 8th grader). These are the only students eligible for these classes as they have already completed MathPlus 7/8 through Gateway Academy or MathPlus in 6th grade and achieved a passing score on the state 7th grade Math AIR test as 6th graders on Written Acceleration Plans.
An additional pathway to Algebra (to be taken in 8th grade) is available for students who have not qualified for Math Plus or Gateway. Students who score in the 90th percentile on a STAR MATH test during their 6th grade year OR in the 90th percentile on a nationally normed math achievement test AND earn a score of proficient or higher on the 6th grade AIR test are eligible to take Advanced Math 7/8 in 7th grade. Completion of this course and a score of proficient or higher on the 7th grade AIR test allows a student to take Algebra as an 8th grader.
There will be no exception made to this policy.
Thank you for your interest in early entrance into kindergarten for the 2017-2018 school year. Please review the Pickerington Local School District Policy for specific details related to the process. The following information is provided as a general overview to help you understand some of the key steps in the process.
- The early entrance process assesses a child’s readiness for kindergarten and his/her intellectual and developmental progression relative to future success as the youngest student in his/her class in subsequent grades. The comprehensive process evaluates the aptitude, achievement, ability, interpersonal skills, and developmental maturity of the child. Early entrance is considered a grade level acceleration and impacts a student’s entire academic career.
- To apply for early entrance students must turn 5 years old between August 2, 2017, and January 1, 2018.
- Early entrance applications must be submitted to the elementary school building of residence by end of business on June 16, 2017. No applications will be accepted after this date.
- After the early entrance application has been accepted by the building principal, parents/guardians will be directed to contact the Welcome Center to schedule a kindergarten screening. This screening typically takes one hour. The child must pass this screening to continue in the process. The building principal will notify parents/guardians of the results.
- If the child passes the kindergarten screening, the child will be scheduled for an IQ test. This screening typically takes one to two hours. The child must score a 115 on the IQ test to continue in the process. The building principal will notify parents/guardians of the results.
- If the child passes both the kindergarten screening and the IQ test, the early entrance testing coordinator will contact parents/guardians to schedule academic assessments and to complete the developmental scale. These assessments typically take one to two hours.
- After all testing is completed, an early entrance meeting will be set up by either the early entrance testing coordinator or the building principal to discuss the results of the child’s entire evaluation. This meeting will include the parent/guardian, building principal, early entrance coordinator, and a kindergarten teacher. The Iowa Acceleration Scale will be used to evaluate all assessments and information and obtain a recommendation related to whether the student will be accepted for early entrance.
- PLEASE NOTE: Decisions related to Early Entrance are not usually finalized until June or July. It is recommended that parents also secure a spot in a local PreKindergarten program in the event that the child is not accepted for Early Entrance.
Gifted students will have an opportunity to express their unique abilities in a learning environment that maximizes their potential and celebrates giftedness.
It is the mission of PLSD to provide a continuum of services to support the requirements of the range of aptitudes and needs of students who receive gifted education services.
- PLSD will ensure that gifted students realize learning success by developing and sustaining equitable educational experiences based on a deep and abiding respect for individuals and their unique learning needs and styles.
- We recognize that the unique characteristics of gifted children necessitate differentiated programming. Special characteristics may include precocious insightfulness, uniqueness of response, and the ability to integrate several levels of thinking and reasoning.
- PLSD will provide differentiated learning experiences for those children identified for gifted education services. These experiences may include the provision for quality time spent with peers of similar interest and abilities.
Characteristic of Gifted Learners
Webb, Meckstroth, and Tolan (1994) identified several common characteristics that may appear in gifted children:
Typical Intellectual Characteristics of Gifted Children
- Unusually large vocabularies for their age
- Ability to read earlier than most children, often before entering school
- Greater comprehension for the subtleties of language
- Longer attention span, persistence and intense concentration
- Ability to learn basic skills more quickly and with less practice
- Wide range of interests
- Interest in experimenting and doing things differently
- Tendency to put ideas or things together in ways that are unusual and not obvious (divergent thinking)
- Ability to retain a great deal of information
- Unusual sense of humor
Bright Students versus Gifted Students
The following comparison by Janice Szabos appeared in Challenge Magazine (1989): Added to it is a comparison to Creative Thinker by Berie Kingore.
Giftedness does not discriminate. Gifted children come from all races, ethnicities, socioeconomic classes, and backgrounds. Furthermore, giftedness may also be identified in students with a variety of disabilities. For example, gifted children may also have learning disabilities, autism or ADHD. Care must be taken to ensure that gifted children from special populations are not overlooked in the identification process (Davis & Rimm, 2004)
After observing parents of gifted children, researchers came up with came up with came up with the following insights on how to effectively develop your child’s p your child’s giftedness:
1. Be involved in developing your child’s giftedness. Monitor your child’s exercise and practice, or if your child is gifted in academics, check his or her homework. Share with them in a loving way your unique experience and knowledge in the area where they are gifted. You can also be involved in their practice. Sit down beside them at the piano while they are practicing, give praise or gently correct them or give them advice if necessary. Serve as motivation and encouragement for your gifted child’s efforts.
2. Stress the importance of hard work and doing one’s best. Even the best talent can only blossom with hard work. Tell your child that there is work or practice to be done before they go out and play. In making your child spend time in practicing their talent, appeal to their love for the field and remind them of the rewards for being the best they can be. Challenge your child at the optimal level, but don’t put too much pressure, especially if your expectation from them is unrealistic.
3. Ensure that your child makes productive use of their time.
4. Provide your child with an enriched environment. This includes finding a good teacher to develop your child’s talent, and making sure that the teacher is doing a good job. Put them in the best school you can afford or find a school where you can get free or low-cost tuition. Take the family to watch competitions or attend concerts so your child will learn more about their field and observe the performance of more advanced people in the field.
5. Expose your child to resources that make them stay interested and motivated in their field. Subscribe to magazines; buy them books, videos, or software that is related to their field.
6. Give them space where they can practice. Convert an area of the house, like a basement or an attic where your child can have space and privacy to work.
7. Learn to judge your child’s progress and assess their strengths and weaknesses. Attend all of their meets, tournaments or recitals so you can gauge their developments.
8. Give rewards and praise for a job well done. Decorate your family room with ribbons and trophies that your child has won or fill the scrapbook with newspaper clippings about their achievements. Stress the joys and pride in winning, as well as the satisfaction of doing one’s best.
9. Teach them the values of setting goals and doing one’s best to attain them, and establish priorities. Tell them that they can only be good at one thing at a time. Defining a task and sticking to it is the way to excel.
Helping Gifted Children Develop Socially and Emotionally
1.Recognize and respect the relationship between social and emotional needs and academic needs. One affects the other. For example, whether a gifted student is challenged or able to work at a pace that is stimulating can affect his or her emotional well-being. Our school psychology clinic in Teachers College at Ball State University has documented that the most common reason gifted students are referred for psychological assessments is rooted in their becoming a behavior problem in school after having previously been a strong student. The root of the behavioral change is the manifest frustration with not being challenged in school. For many students, this connection goes unnoticed until it is far too late to help them.
2. Be cautious about forcing your desires on students based on your perception of their strength areas. Talent manifests over time and with opportunity. Determining for a child what his or her “gift” or “talent” is without allowing for flexibility or encouraging additional self-exploration may cause a number of problems from adolescence on. A positive outcome of nurturing a talent is the development of a lifelong a vocational interest or hobby.
3. Teach pro-social skill development. Teaching gifted students a handful of social skills can reduce the number of negative experiences they may encounter while in school. The phrasing of questions and comments and the ability to take another person’s perspective are skills that are helpful in teaching gifted students to navigate the difficult social waters in schools.
4. Teach them to enjoy nonacademic activities. As appropriate, try to teach gifted students to recognize that nonacademic pursuits are also important in one’s life. They become stress relievers and additional areas where gifted students can grow. Modeling works well in teaching this lesson.
5. Teach gifted students ways to manage stress. As they move through the grades, many will experience growing amounts of stress. Ironically, much of this will be self-imposed or a consequence of only their gift being recognized by those around them without concern for their needs as individuals. Because many gifted students develop coping strategies, educating them about how to effectively manage stress may prove relatively easy.
6. To accomplish many of the suggestions previously noted, adults should model the behavior they wish gifted students to exhibit. Like all children, gifted students learn from the behavior of adults. Whether it is effective coping strategies, nonthreatening communication techniques, or how to relax, teachers, counselors, and parents often become the models that children follow. If you want your messages to be influential, let the students see you behaving accordingly. Social and Emotional Development Of Children Identified as Gifted
7. Understand that much of how gifted students appear and behave is biologically affected. Do not try to change the basic nature of the student. Shyness, for example, like some physical characteristics, has roots in biology. Like the relationship between body type and weight, shyness and a student’s willingness and ability to actively participate in class are related. Respect the nature of the individual gifted child.
8. Embrace diversity, do not merely tolerate it. To tolerate suggests a position of authority or position of judgment that allows someone to decide what human differences are meaningful and, therefore, acceptable and what differences are intolerable. This special privileged position tends to disadvantage gifted students because giftedness rarely makes people’s lists of meaningful differences. As a teacher, parent, or counselor, you are in a position to have a significant impact on the minds of gifted children. If a school truly embraces diversity, then gifted students will be accepted. In many schools, giftedness is still experienced as being aberrant. In a study a few years ago, I found that gifted students are just as prone to believe stereotypical ideas about other gifted students as the general population. This phenomenon can be explained by the fact that gifted students cannot escape their environment.
9. Expose gifted students to knowledgeable counseling-avoid professionals who are not knowledgeable about gifted students. A proactive counseling program can be invaluable to gifted students. Learning about oneself and how to effectively relate to others in school can positively affect the psychological development of gifted students. Conversely, messages learned from untrained counselors and psychologists who rely on intuition when providing services can actually exacerbate problems in the social and emotional realm.
10. Know that many gifted students will have created coping strategies while in the earliest grades in school. I have found that, by first grade, some gifted children have begun to engage in behavior patterns that reveal their discomfort with the gifted student label. Some of these strategies reflect their tacit knowledge about the social milieu of their classroom. Knowing that these patterns exist can enable teachers, counselors, and parents to understand the worries and behaviors surrounding gifted students’ school experience.
11. Provide opportunities for down time. All children need time to relax away from school concerns. Arranging down time for some students will come easy, but for others it will be quite difficult. Providing gifted student’s opportunities to explore or read for pleasure can reduce stress and may have the positive effect of increasing vocational pursuits when they get older.
Tracy L. Cross, Ph.D. http://www.prufrock.com/client/client_pages/guiding_gifted.cfm
What if my child misses qualifying for gifted services by one point on the ability test?
Technically, no child missed the qualification by 1 point because the state criteria consider the Standard Error of Measurement and there is typically a 3-5-point benefit of the doubt window below the required score allowed to qualify. To be excluded from service your child‘s score would actually have to be below that extra window. Hence, the criteria have already allowed for close scores to qualify. Additionally, eligibility for service is determined by a student‘s best scores over a 24-month period, which allows a child numerous opportunities to be tested to achieve qualifying scores. For example, the actual gifted identification score on the Otis Lennon is 130. However, a 126 is allowed to qualify because of the standard error. So, students at 125 are not technically 1 point away, but 5 points away from qualifying. The State of Ohio has already allowed for students who are 1,2,3 and 4 points away to qualify for gifted identification.
My child does not meet the criteria for receiving gifted services, yet s/he is bored in the regular classroom. Is there a way that s/he can participate in the gifted classes?
Only students who meet the criteria are eligible to participate in gifted classes. Students who do not meet the criteria are not eligible for gifted services under state law and Board of Education Policy. While we realize that relying on test scores to qualify students for gifted services is not a perfect system, it remains the best system for that purpose and the state law in Ohio. It is always regrettable when the eligibility criteria eliminate a student who seems a good candidate for those services. Additional testing opportunities occur each school year, and these offer multiple chances for a student‘s abilities to be recognized. Occasionally, though, there is a student who does not perform well on tests. The good news is that the general curriculum at PLSD is focussed on helping all students reach their highest potential. There are many opportunities for enrichment within the regular classroom, and many high achieving students thrive in this environment. By working with your student’s regular education teachers and school, you can find opportunities for enrichment and growth both inside and outside of the classroom.
When should I consider outside testing by a state of Ohio licensed psychologist?
Some families have considered the option of outside testing by a psychologist. There are a number of issues to consider when pursuing this option. One is cost; individual testing can run hundreds of dollars. Another issue is the emotional impact on the child; it is crucial that the youngster not be made to feel as if s/he has failed the standardized tests or that the individual testing is a do or die situation. Families considering the possibility of outside testing are welcome to discuss it with the gifted coordinator and should clarify ahead of time which tests are state-approved for the purpose of gifted identification. Outside testing data performed by a licensed psychologist in the State of Ohio, is less than 24 months old and occurred when the student was at least in second grade and utilized a testing instrument from the Ohio Department of Education’s Approved List for Gifted Identification shall be accepted for identification and service. For information on submitting outside testing data please contact Leanne Ross at Leanne_Ross@plsd.us.
My child gets all “A’s.” Shouldn’t s/he be in the gifted program?
Many high achieving and hard working students earn good grades because they have important skills such as perseverance, study skills, motivation, and determination. These qualities are extremely valuable to success both in school and in life. However, while these qualities may result in high grades, they are not necessarily indicators of giftedness. Gifted students score in the top 5% of all students in the nation on both cognitive and academic testing. This means that gifted students are both born with an innate ability and have utilized that ability to achieve at an extremely high level academically. This combination sometimes leads to a high grade point average but can also lead to efforts and achievements that do not always match directly to the “school system.” Hence, by State of Ohio law, giftedness is measured through intelligence and nationally normed achievement tests and not by grades, local assessments, or even state tests (such as the AIR test).
Why doesn’t STAR count for gifted identification. According to the STAR test my child is three years above grade level ?
The State of Ohio Department of Education has reviewed the STAR tests and determined it is NOT appropriate for gifted identification.
STAR is a quick screener with very basic questions to help determine if students are on track, in need of intervention or in need of enrichment. STAR does not actually give a definitive grade level but instead gives a range and a top level. Despite its usefulness for universal screening in the Response to Intervention Model, there are some aspects to the STAR test that are limiting and hence not appropriate for gifted identification.
For example, for one 6th grade student, STAR Reading reported the student’s range of 4.8 to 11.4. While it is true that the top is 11th grade this only means that some of the questions out of the 34 that the student answered are ones that a 50th percentile 11th grader also would have been expected to answer correctly. Conversely, it also means that some of the questions the student answered were ones expected to be answered correctly by a 50th percentile 4th grader. This STAR screener does not suggest that the student is ready for 11th grade material, but suggests that the student may have answered some questions correctly ranging from 4th to 11 grade and also has answered some questions incorrectly within that same range.
Why isn’t gifted programming an inclusion class just like special education?
Some gifted courses (Gateway Math and ELA, MathPlus, Gifted ELA 9 etc.) teach students an entirely different curriculum than their grade level peers are experiencing in the regular curriculum. In these cases, it is impossible to have an inclusion model for gifted education because no other students are taking the same class and learning the same course material. To do so would be the equivalent of putting 10th graders together in the same room with one teacher and having that teacher teach both biology and chemistry at the same time because the students were in the “same grade” and same “content area” even though they were taking different curriculum.
Other gifted courses (Gifted English 7) are taught at an accelerated pace so that enrichments can be added in to supplement the general curriculum. In these courses some material is not explicitly covered by the instructor because the class as a whole is able to show (through pre assessment) that they are already proficient in that material. In the current one teacher model, inclusion would be a disservice to the general education students to be expected to experience material at a pace that was not appropriate for their learning needs. However, if like in special education inclusion, two teachers (a Gifted Intervention Specialist and a General Education Teacher) were both assigned full time to a gifted inclusion class, there would be the potential to create a situation where inclusion could work in this type of course. Unfortunately, unlike in special education, there is not staffing nor funding available for two teachers and a gifted inclusion model at this time.
My child was in a gifted/honors/advanced class at his/her old school and now doesn’t qualify here at Pickerington. Why is that?
Although all school districts in the State of Ohio must follow the same state law for identification of gifted students, they do not have to set the same criteria for gifted service. Additionally, classes labeled honors or advanced can be comprised of students meeting any criteria that a district selects, and these are rarely equivalent to gifted courses.
At Pickerington, all classes labeled gifted require at a minimum a gifted identification in the content area of the course AND an SAI/IQ at a level significantly above the norm. This is because these courses are taught both at an accelerated pace and at an enriched level. Research has shown that students need to be able to handle both the depth and breadth of the content area as well as to be able to learn the new material quickly to succeed in this type of course. Hence, both academic and cognitive ability is required for placement into Pickerington’s gifted programming.
Criteria for all gifted and advanced courses at Pickerington has been carefully selected based on the analysis of student data over multiple years. These qualifications help select students who have the highest potential of succeeding both in the current course while also building a solid foundation of learning that can be retained and built upon for success in all future courses. The goal is not to place a student in a gifted or advanced course that s/he can simply “get through” but instead to match a student with a course that s/he is completely prepared for intellectually, academically and emotionally and ready to achieve and excel in.
Gifted students throughout the district work on a wide variety of exciting and educational projects throughout the year. We’ve developed a special showcase of some of those projects, available by clicking here.