CLoverleaf Local Schools 
 Policy and Plan for the Identification and Service 
of Children Who Are Gifted

DEFINITION
 “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 Ohio Revised Code.

DISTRICT IDENTIFICATION PLAN
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.

•	Superior Cognitive Ability

Assessments the district administers that provide for superior cognitive identification (provide at least two for assessment and reassessment purposes):

Cognitive Abilities Test (CogAT), Form 7 VQN 	

    Woodcock Johnson IV Tests-Cognitive Abilities
    Wechsler Intelligence Scale-Children (WISC-V)	    ID                                                  Screen
Levels 5/6, 9, 13/14, 15/16, 17/18= 128   
 Levels 7, 8, 10, 11, 12= 127                                                      	
           126
                
            125	
15 	
3.0 	
127 	

Ages 2-90 =127                                    124
Ages 6-16 =127                                    124

	

                                                                                                                                                                                 

•	Specific Academic Ability

Assessments the district administers that provide for specific academic identification (provide at least two for assessment and reassessment purposes):

                                                                                                 ID                                     Screen
i-Ready Diagnostic (grades K-5)                                               95th percentile                  93rd percentile                                                
MAP Growth (grades 6-8)                                                         95th percentile                  93rd percentile
Iowa Assessments  Form E                                                        95th percentile                  93rd percentile                                                                                                      
ACT                                                                                                95th percentile                  93rd percentile
Stanford Achievement  Test 10th Ed.                                   95th percentile                  93rd percentile                                                      

•	Creative Thinking Ability

Assessments the district administers that provide for creative thinking identification (provide at least two for assessment and reassessment purposes):

Scales for Rating the Behavior Characteristics of Superior Students (SRBCSS) Grades K – 12
(ID = 51 Screening = 48)
Torrance Tests of Creative Thinking, Figural, Grades K – 12     ID = 95% 
And also:
    
Cognitive Abilities Test (CogAT), Form 7 VQN 	

   Woodcock Johnson IV Tests -Cognitive Abilities
   Wechsler Intelligence Scale-Children (WISC-V)
  	       
                     ID                                  
                  112	
	
15 	
3.0 	
127 	

                112                     
                112

 Cognitive Abilities Test (CogAT), Form 7 VQN 	

    Woodcock Johnson IV Tests -Cognitive Abilities
    Wechsler Intelligence Scale-Children (WISC-V)

	

•	Visual and Performing Arts

 Assessments the district administers that provide for visual and performing arts identification (provide at least two for each arts area for assessment and reassessment purposes):

Scales for Rating the Behavior Characteristics of Superior Students (SRBCC) Grades K – 12:
ID:  Drama = 57; Music = 39; Artistic = 61
(Screening:  Dramatics = 54; Musical = 37; Artistic=59)

ODE Rubrics for Visual/Performing Arts:
ID: Drama = 20; Music = 18; Visual = 21; Dance = 26
(Screening: Drama = 16; Music = 14; Visual = 16; Dance = 20)

IDENTIFICATION PROCESS
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.

The district ensures there are ample and appropriate scheduling procedures for assessments and reassessment using:
Type of Assessment	Content Area(s)	Grade Level(s)	
•	Whole-grade testing	Superior Cognitive
Specific Academic:  reading and math	Grades 2, 6 

Grades K-8, 11                                                                             	
•	Individually-administered tests	Superior Cognitive
Specific Academic	On Referral   K-12	
•	Audition, performance	Dance, Music, Drama	On Referral   K-12	
•	Display of work	Visual	On Referral   K-12	
•	Exhibition			
•	Checklists	Visual/Performing Arts
Creative Thinking	On Referral   K-12
Grades 2, 6 	

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, community members, principal, gifted coordinator, etc.)

Upon receipt of a referral, the district will:
•	Follow the process as outlined in this brochure; 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, 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 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 notice should include the reason for the decision(s).

DISTRICT SERVICE PLAN
The district ensures equal opportunity for all district students identified as gifted to receive any services offered by the district for which the student meets the criteria. 
District Name for Service	Service Setting	Grade Level	Criteria for Service	Service Provider	
	Guidance Services 				
Math Cluster Classrooms—gifted service provided if identification is before October of the school year	Regular Classroom Cluster Group	4, 5, 6, 7, 8	Specific Academic: 
Math gifted i.d. and/or Superior Cognitive Ability i.d.	Course Instructor, gifted coursework
Gifted Coordinator	
Accelerated
Coursework	Regular Classroom with Acceleration	K-12	Referral,
Acceleration Committee    Approval	Course Instructor
Gifted Coordinator	
AP
Coursework	Regular Classroom  AP	10-12	Superior Cognitive or Specific Academic gifted identification	Course Instructor, gifted coursework
Gifted Coordinator	
CCP/Dual
Enrollment	Educational Options 
CCP/Dual Enrollment 	7-12	Superior Cognitive or Specific Academic gifted identification	CCP/Dual Enrollment Instructor
Gifted Coordinator	
Honors 
Coursework	Regular Classroom  Honors	9-12	Superior Cognitive or Specific Academic gifted identification	Honors Instructor, gifted coursework
Gifted Coordinator	
Early Entrance to Kindergarten	Regular Kindergarten Classroom	K	Recommendation per the Iowa Acceleration Scale,
Acceleration Committee  Approval	Kindergarten Instructor
Gifted Coordinator	
	Co-teaching
Guidance Services				
	Co-teaching
Cluster Group				
	Co-teaching
Acceleration 				
	Co-teaching AP				
	Resource Room/Pull Out				
	Co-teaching
Honors				
	Educational Options with GIS				
	Self-Contained Classroom (Whole Grade)				
Mathematics
Classroom	Self-Contained Classroom (Single Subject)	4,5,6,7	Specific Academic: Math gifted i.d.  and/or
Superior Cognitive i.d.	Gifted Intervention  Specialist
Gifted Coordinator	
	Other (Use of this option should be rare and is likely to generate a request for additional information.)				
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 in compliance with the Operating Standards for Identifying and Serving Gifted Students. 

Withdrawal
If at any time a student wishes to withdraw from gifted programs or services the request should be written by the parent or child to the building administrator. If children request to withdraw, parents will be notified.

DISTRICT ENRICHMENT PLAN
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 score of the regular curriculum or introduce topics not covered in the general education program. Any staff member may be the originator of enrichment, and the student audience will vary depending on interest and ability.  Enrichments are not reported to the Ohio Department of Education as gifted services.

IDENTIFICATION AND SERVICE PLAN APPROVAL
District identification and service plans must be sent to the Ohio Department of Education as a part of the annual self-report. The department will review the plans within 60 days of submission. Changes in identification and/or service plan procedures must be reported to the Ohio Department of Education immediately upon revision. The department will review and notify the district within 60 days of receipt of revisions.

If you have questions, please call your building principal or 
Kristine Rutledge, Gifted Coordinator, ESC of Medina County
at Kristine.Rutledge@cloverleaflocal.org   or 330-723-6393, ext. 144	

Last updated 9.24.19