When a child is considered for placement in the resource room program, several factors are taken into account:

Current scores from within the last twenty-four months are used.

* District Policy and Plan for the Identification of Children Who are Gifted

(Information for Parents)

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.

Screening and Assessing:  The district uses a three-part approach to screen students who perform or show potential for performing at high levels of accomplishment in the areas of superior cognitive ability, specific academic ability, creativity, and visual and/or performing arts.

Stage I (Pre-Assessment):  The pre-assessment part of the process involves gathering student data from a variety of sources including teacher, parent, peer nomination grades, portfolios, observations, review of student records, and outstanding products or performances, etc.  All students are involved in the pre-assessment pool.

By using the pre-assessment process, the district ensures 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.

Stage II (Assessment for Screening):  The screening stage examines the data gathered from the pre-assessment 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 assessment.

District-determined cut-off scores to move students from the screening stage to the assessment stage are lower than the scores necessary for identification.  Parents must be notified within thirty days of the results of screening.

Stage III (Assessment for Identification):  Assessment strategies provide additional data necessary for an identification decision and the delivery of services.  Strategies for additional assessment include the individual and group testing requirements of Sections 3324.01 - 3324.07 of the Ohio Revised Code and as described in the Gifted Identification pamphlet.

Once additional assessment has been completed, the data obtained throughout the stages of identification are evaluated, the identification decision is made, and the student's educational needs are determined.

Referral:  The district ensures there are ample and appropriate scheduling procedures for assessments and reassessment using:

   *group tests

   * individually administered tests

   *audition, performance

   *display of work

   *exhibition

   *checklists

Children my be referred on an on-going basis based on the following:

   - teacher recommendation

   -parent/guardian request

   -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

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

General:  The district accepts scores on assessment instruments approved for use by the Ohio Department of Education provided by other school districts 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.

Services:  The district ensures equal opportunity for all district students identified as gifted to receive services offered by the district.

Withdrawal:  When the commitment is made to participate in the Gifted/Talented Resource Room program, the expectation is that the commitment will be for the full year.  Parents, classroom teachers, resource room teachers, principals and/or students way initiate withdrawal by contacting the Gifted/Talented Resource Room teacher in writing.  He/she will schedule a conference.  If the problem lends itself to intervention, a plan will be established and a new conference date set to evaluate progress.  If no intervention appears appropriate, the parent will sign a withdrawal form with copies sent to all parties involved.  In the event that the parent cannot or will not attend a conference, he/she may withdraw the student by submitting  to the coordinator of gifted/talented education a written statement requesting withdrawal, or the supervisor may withdraw a student through written correspondence to the parent.  Once a student is withdrawn, he/she must requalify to re-enter the program.

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 gifted education coordinator will convene a meeting with the parent/guardian, which may include other school personnel.

The gifted education coordinator will issue a written final decision within 30 days of the appeal.  This written notice should include the reason for the decision(s).

If you have questions, please contact your building principal or Lois Swisher, Coordinator of Gifted Services, at 513.943.6709.