Gifted and Advanced Options:
Progress Update for
CFIS Families
Chagrin Falls Exempted Village Schools
Gary Dole, Rebecca Holthaus,
Becky Quinn, Lisa Shannon
Our Learning Targets…
Attendees will be able to:
• develop an understanding of the definition of gifted relative to the ODE and how this informs
district student selection criteria
• recognize the various gifted service models available
• understand what service models are currently employed in CFEVSD and why they were
selected
• explain the importance of a continuum of service & the varying needs of gifted students
• understand the district work to-date relative to gifted review & enhancement
• identify current challenges related to gifted/advanced services
• evaluate potential solutions/enhancements
• thoughtfully respond to posed survey questions relative to each gifted/advanced student who
will be enrolled in grades 4-6 in 2015-16
By 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
section 3324.03 of the Revised Code.
ODE Identification of Students as Gifted
• In Ohio, any student who scores in the 95th percentile or higher on an
approved achievement test and/or scores 2 standard deviations
above the mean (minus the standard error of measurement) on an
approved cognitive assessment is identified as Gifted
• In the state of Ohio Gifted services are not mandated; school districts
must only identify students
• Our district has made a firm commitment to the provision of gifted
services for identified students
Identification in CFEVSD
• We currently administer the CogAT to all 3rd graders in
spring
• STAR (currently used with all students in grades 1-8) was
used for gifted ID in Math and Reading in 2013-14; now
can be used for Screening ONLY likely to return to ID list
• Student referral may occur at any time, with testing done
within 90 days of referral (scheduled during testing
windows); myriad of assessment options
• In Ohio – once you’re gifted, you’re always gifted
ODE Service Model Options
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Grade and/or Subject Acceleration
Early Entrance to Kindergarten (students who turn 5 after 12/31 of a given school year)
Cluster-grouping
Early graduation
Resource rooms
Self-contained classrooms
Magnet schools
Accelerated Coursework:
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“Advanced Placement” courses provided under the authorization of the College Board
Dual enrollment opportunities including but not limited to post-secondary enrollment
Honors courses, international baccalaureate courses, or other advanced courses
Educational options
Advanced online courses and programs
Internships with businesses, nonprofit organizations, and arts organizations
Service Models in CFEVSD…
• Grade and/or Subject Acceleration for individual students, as eligible via WAP Acceleration
Process and articulated in WAP (K-12)
• Early Entrance to Kindergarten – beyond scope of traditional Early Entrance (Gurney)
• Cluster-grouping in settings where curriculum provided is at grade level with
extensions/enrichment and/or above grade-level (Math, ELA at CFIS; flexible grouping at
Gurney)
• Resource room (Mr. Dole’s ELA classes)
• Accelerated Coursework:
 Advanced / Honors courses (CFIS, CFMS, CFHS)
 Advanced online courses and programs (often pursued independently during the summer - i.e. offered
through EPGY, Northwestern Center for Talent Development, MU High School, etc.) – K-12
 Advanced Placement courses (CFHS has 18 courses, with at least 1 additional considered for next year)
 College Credit Plus – a.k.a. PSEO (CFHS)
 Internships with businesses, nonprofit organizations, and arts organizations (CFHS)
• Early graduation (CFHS)
Lens on Main Service Models at CFIS
• Cluster-grouping in settings where curriculum provided is above gradelevel (Math, ELA at CFIS)
 Selection Criteria: Students with a gifted ID in Math for Math Cluster-Group, students with a gifted
ID in Reading for ELA Cluster-groups
• Resource room (Mr. Dole’s ELA classes)
 Selection Criteria: Students with a Superior Cognitive score ≥ 135
• Honors courses (see brochure for selection criteria)
 Accelerated Math 4
 Accelerated Math 5
 Advanced Math Applications 6
What we KNOW about gifted students…
• Each gifted student differs in his/her strengths, weaknesses, passions,
interests, abilities and/or disabilities, goals, personalities, behavior,
and learning styles.
• Gifted students have varying academic needs that require an
appropriate balance of enrichment and/or acceleration that may
require changes in pace, depth, and/or breadth of learning.
• Gifted students have distinct social and emotional needs which must
be addressed.
What we WORKED ON in 2012-13…
• Gifted Audit conducted with support from ESC Gifted Consultant
• Audit Recommendations guided district modifications:
• District needed to provide Gifted Coordinator services
• Gifted Service provided by Gary Dole moved from Math to ELA
• Criteria for placement in Gifted ELA modified to include only a qualifying
Superior Cognitive score (at or above a 135)
• Cluster-grouping model as a way to organize students - identified for use in
grades 4-6 Math in an effort to increase advanced opportunities
What we WORKED ON in 2013-14…
• Collecting feedback on the Cluster-Grouping model to inform future
refinements (informed development of Accelerated Math 4 and 5)
• Reviewing selection criteria and use of additional data points
• Review of trajectory of course offerings and multiple entry points for
students over time
• Use of AP Potential Data (derived from PSAT, taken by all 10th graders
in October 2013) to identify possible additional AP courses – i.e. AP
Music Theory was added and to guide student scheduling
• Ensuring transparency in access to information regarding gifted
services/identification, opportunities (including NUMATS for grades 68), and communication for all families and staff
What we’re WORKING ON in 2014-15…
• Collecting feedback on existing services to inform future refinements
• 1st survey of current identified gifted students in grades 4-6
• Meetings with CFIS BLT to gather ideas/feedback
• 2nd survey of current gifted and advanced students in grades 3-5
• Identifying goals in gifted enhancements/refinements
• Investigation of enrichment programs in area schools
Goals Identified
1. To increase access to gifted services available to student identified
as gifted in Superior Cognitive Ability & provide service in a way
which does not negatively impact scheduling/services for other
students.
2. To respond to the needs of all gifted students at CFIS, as identified
via parent survey evidence.
3. To refine and broaden advanced course options in Math and ELA
and more appropriately match students to coursework.
4. To grow opportunities for cognitively gifted students to personalize
enrichment opportunities and engage in rigorous
contests/competitions in an ongoing way.
Goal 1 – Increase access to gifted services
• Current service model challenges:
• Students with a cognitive score at or above a 135 (on an ODE-approved assessment) are
eligible in grades 4-6
• Service is from a GIS (Gary Dole) and is via ELA blocks
• Gary is able to teach 3 blocks of Gifted ELA (one per grade level); this greatly impacts the CFIS
schedule, causing class sizes of other courses to be very imbalanced
• 51 students are currently served via this program; 78 students currently have a Sup. Cog.
Gifted ID
• New ODE Report Card Gifted Indicator reflects number of students ID’d as gifted and the
number served
Goal 2 – Respond to identified needs of
gifted students
Current needs identified via fall 2014 survey
(77 parents of current gifted students in grades 4-6):
Greater access to individualized support for gifted students via a GIS (or other
trained staff)
Increased availability of differentiated and/or advanced coursework/gifted service
that directly matches areas of ID
Increased availability of enrichment and creative thinking opportunities for gifted
students during the school day
Increased availability of contests/competitions of interest to gifted students
Goal 3 – Refine advanced course options
Current challenges:
Students with an identification as gifted in Reading are cluster-grouped within
regular ELA classes; cluster-group teachers have had summer PD on meeting the
needs of these gifted learners – differentiation is sometimes difficult and current ELA
programs/pacing do not easily support work
STAR data is helpful to identify students who may be ready for more rigorous Math
and/or ELA options, but the current schedule prevents mid-year student movement
Students currently served via Gifted ELA may not have a Gifted ID in Reading;
students with a gifted ID and a Sup. Cog. ID (which falls below 135) are not able to
access Gifted ELA
Goal 4 – Grow personalized gifted enrichment
opportunities and rigorous contests/competitions
• Current challenges:
Enrichment opportunities specific to cognitively gifted students are not
currently available during the school day
In comparison to districts like us, access of gifted students in grades 3-8 to
contests and competitions is very limited
While students have choice in offerings relative to Genius Hour and Club 45,
offerings targeting the specific needs of our cognitively gifted students are
not available during the school day
Constraints & Considerations
• Thoughtfully balancing the needs of currently served gifted students
• We are not seeking to change or increase services at the expense of any students
• Sensitivity to the varied needs of all gifted students and the changing service for
some cohorts of students
• Time – some of our gifted students are our busiest students, who are not
able to access enrichment offerings before/after school
• Money – the ODE provides little financial support to districts in increasing
staffing to serve gifted students; the wealth of our families and eligibility
for free/reduced
• Lack of staff with GIS
• Principals will consider applicants with a GIS in addition to other licensure when
hiring new staff, but we are not a transient district relative to staffing
• GIS endorsement requires 20 graduate hours and is offered on campuses which are
difficult and expensive for our teachers to access
Our initial ideas…
1. Grow the capacity of existing CFEVSD teachers in meeting the needs of
gifted students via Gifted Endorsement Cohort program through ASU
2. Create an Accelerated ELA 4-6 program to meet the needs of students
with a gifted ID in Reading taught by and/or in consultation with Gary
Dole
3. Develop a Gifted Enrichment program for all students in grades 4-6 who
have a gifted ID in Superior Cognitive Ability, which will:
• Ideally be offered during the school day, providing required courses which would address the social
emotional needs of gifted students
• Allow students to self-select 2 courses based upon interests
• Engage cognitively gifted students in contests and competitions throughout the school year
• Promote creative thinking and enrichment experiences which will extend content area learning
beyond the scope of the regular classroom
Our current timeline
December 2014 - Presented Gifted Enhancement Update to Board of Education, met with SPARK leadership
Late December 2014 – met some opposition/concern relative to potential changes to service provided via
Gary Dole; request for additional prioritized survey acknowledged
January 7, 2015 – New survey created and administered to parents/guardians of all gifted/advanced
students in grades 3-5
January 8, 2015 – Grant Proposal to provide scholarships to 12 identified teachers in grades 3-8 in pursuit of
Gifted Endorsement
January 16, 2015 - Meet with all CFIS staff to un-pack work to-date
January 29, 2015 – Parents of Gifted/Advanced Students in Grades 3-5 Meeting (6-7:30 p.m.)
Mid-February - Compilation/disaggregation of survey results; posting of posed questions as Q&A document
Early March – ID of any potential changes/enhancements and timelines, communication with families
Let’s walk through the survey….
Page 1
• Note the deadline extension to February 12, 2015
• Be sure to access the Glossary as needed
Page 2
• Student ID was printed on your letter, students know ID’s for
Chromebooks and/or it is available in Infinite Campus
• Knowledge of ID areas and/or STAR scores is likely an area of need;
Student ID’s will allow us to disaggregate survey data by ID
area(s)/grade levels of students
Let’s walk through the survey….in Math…
Pages 3 & 4
• Question #4 asks which characteristics of a Math program are of
importance for your child, then asks you to prioritize – so that it helps
to guide us in our work (i.e. we can seek to tackle priorities first, etc.)
• If your child is currently in grades 4 or 5 and is not in Accelerated
Math 4 or 5, you can mark “N/A” in question #4
Let’s walk through the survey….in Math…
Rigorous pace – gifted/advanced students can often move through content faster, as they may not need re-teaching,
extended practice
Above-grade level content – idea of including content from higher levels
Enrichment activities – extended opportunities for learning which connect to lesson content/topics, often providing
greater depth/breadth of study
Problem-solving – challenges rooted in content that require critical thinking/logic/creativity, intended to extend and
apply learning
Real-world connections/applications – use of content learning in the world around us/in a variety of careers – frames
USE of learning for kids
Projects – may be open-ended offering choice, prompting application/extension of learning in new and different ways
– possibly connecting learning to other meaningful content
Contests and competitions – a variety of local, state, and national private/public organizations provide single day
and/or long range contests an/or programs which culminate in competitions
Let’s walk through the survey….in ELA…
Pages 5 &6
• Question asks which characteristics of a Gifted/Advanced ELA
program are of importance for your child, then asks you to prioritize –
so that it helps to guide us in our work (i.e. we can seek to tackle
priorities first, etc.)
• If your child is currently in grades 4 or 5 and is not in Gifted ELA 4,
Gifted ELA 5, or a Gifted Reading Cluster-group you can mark “N/A” in
question #4
Let’s walk through the survey….in ELA…
Rigorous pace – gifted/advanced students can often move through content faster, as they may not need re-teaching,
extended practice, and/or teacher direction to derive meaning
Independent reading – gifted/advanced students are often able to read and comprehend material with less direct
support from a teacher; the teacher may be more of a facilitator in discussions/activities
Above-grade level reading materials w/ age appropriate content – Lexile scores (derived from STAR Reading
assessment) can help match text to reader; as gifted/advanced readers approach 3rd -8th grade, it is often a challenge
to find materials which are challenging and interesting, while still appropriate to their social/emotional development
Enrichment activities – extended opportunities for learning which connect to lesson content/topics, often providing
greater depth/breadth of study
Extended writing opportunities – increased structured and unstructured opportunities for advanced/gifted students
to engage in a variety of writing opportunities – reflecting multiple types of writing each year – i.e. creative writing,
letter writing technical writing
Extended research – opportunity for gifted/advanced students to engage in research that culminates in both
structured and unstructured products
Let’s walk through the survey….DRAFT options…
Questions 10 &11:
Please note that this information will help us to know which options
are perceived as viable and how to construct a timeline to respond to
these priorities
Let’s walk through the survey….DRAFT options…
a) Continue services and student selection criteria as
described in 2014-15 brochure with no
changes/additions (would not address any of our
identified goals in enhancing and/or growing gifted
services)
Let’s walk through the survey….DRAFT options…
b) Continue services and student selection criteria as
described in 2014-15 brochure AND add enrichment
clubs/offerings open to any students
Let’s walk through the survey….DRAFT options…
c)
Change the service provided by the GIS to an enrichment model,
which would offer all students with a Superior Cognitive Ability ID
access to both required social/emotional courses and self-selected
enrichment offerings taught by a GIS offered during the school day
• Accelerated ELA would be developed to serve students with Reading ID’s and
students with a cognitive 135 score – curriculum co-constructed with GIS, taught
by identified classroom teacher (i.e. existing Honors MS and HS courses)
• More students would receive regular service by a GIS (all Sup Cog. ID’d)
• Service time would decrease from 80 minutes/ 5days per week in Gifted ELA to a
total of 240 minutes per week for 6th grade and 225 minutes per week for grades
4 and 5
• Accelerated Math 4 , 5, and Advanced Applications 6, would remain the same
Let’s walk through the survey….DRAFT options…
d) Change the GIS service model to a push-in model
• GIS would co-teach, provide resources and model lessons for
classroom, and provide enrichment / contests / competitions for
gifted students
• GIS would be “behind-the-scenes” and would not provide regular
direct services to identified gifted students
• Accelerated ELA would be developed to serve students with Reading
ID’s and students with a cognitive 135 score – curriculum coconstructed with GIS, taught by identified classroom teacher (i.e.
existing Honors MS and HS courses)
• Accelerated Math 4 , 5, and Advanced Applications 6, would remain
the same
Let’s walk through the survey….DRAFT options…
e) Other – please describe your ideas and/or
suggested services
Submitted Questions…
1. What is being done for gifted kids who don't fit the Chagrin Falls gifted mold? (i.e. Mr. Dole's class)
2. The Ohio Department of Education classifies gifted students as low incidence, exceptional needs
students; what is the school district’s philosophy regarding the most appropriate means for
addressing the exceptional needs of gifted students?
3. What is driving this new change in direction with the Intermediate grades G&T programming? Is it the
state report card rating? A real need for more service? Making us more compliant to the state
requirements?
Response: Gifted students are not all the same, thus our mission is to personalize services available.
Varied course / programs options and multiple ways to access services as students are critical
components of this work. Consideration of each gifted student’s strengths, academics/ social/
emotional needs, and other possible exceptionalities must be reflected in plans that are unique.
Historically, we have only reported gifted students who received service from a GIS (Gary Dole)
as served; given ODE guidelines, we will now begin reporting gifted students who are in Honors
courses, cluster-groups, and/or AP courses as served which will be reflected on the State
Report Card. The proposed changes/enhancements and plans are truly being driven by the
needs of all of our gifted and advanced students.
Submitted Questions…
4. Why are intermediate school kids not doing contests, like spelling bee or
geography bee? Would more parental involvement help? How do we get involved to make this
happen? (would be nice for kids who don't do sports to have a chance to shine and be recognized for
their hard work and talents)
Response: This is a great question which has driven some of our work thus far. Contests and bees that
are pursued during the school day compete for time during the instructional day. Some of the new
learning standards de-emphasize what has been traditionally encouraged in some contests (rote
memorization of obscure facts is not encouraged, but rather deeper understanding is emphasized).
Writing contests, math contests, Mock Trial, MS Model UN, FIRST Lego League competitions,
Invention Convention, all connect to 21st Century Learning skills AND provide opportunities for
contests/competitions.
YES – once we have identified contests/competitions, parent support would be WONDERFUL!!!
Submitted Questions…
5.
Research about gifted students indicates that there are often social and emotional issues that can
negatively impact student learning; how does the school inform and prepare the professional staff to
identify these issues and address them appropriately?
6.
How will the social/emotional needs of the G&T children be met? From all of the reading materials
recommended, that is a very real issue and seems to be a non-measureable that is a missing component in the
new proposal.
Response: Gifted students are gifted all day, every day. Thus, it is important for our teachers and
administrators to understand the social, emotional, and academic needs of our gifted students. While
PD Days can provide opportunities for these sessions, and professional readings from Dr. Jim Delisle, Dr.
Susan Rakow, etc. can greatly assist us in growing the capacity of staff in understanding our gifted
students, targeted coursework is likely most effective in providing this training. Through the
aforementioned Gifted Endorsement Cohort, we hope to not only include 12 teachers who will
complete the entire program and earn their endorsement, but also to attract other K-12 teachers who
wish to pursue individual courses at the discounted rate, conveniently on our campus. Meeting the
Social/Emotional Needs is typically embedded in several of the courses in this program. Additionally,
the proposed enrichment model includes required courses in grades 4-6 which would specifically target
meeting the social and emotional needs of gifted students.
Submitted Questions…
7. From last night’s CC+ and AP meeting (1/22/15) in the high school, it seems like there is a plethora
of offerings for our high school which is very exciting. What is the proposal for offerings for grade 8
and younger? CF seems to have an inverted pyramid of academic offerings, and is very top heavy for
their 9-12 opportunities. Is there an academic developmental progression plan which will offer more
to children throughout their K-8 experience in Chagrin?
Response: Those of you who have current HS students probably are aware of our work to thoughtfully
increase AP offerings (Music Theory in 2014-15; AP Physics 2 and AP Capstone in 2015-16)
and grow Dual Credit offerings at CFHS. Additionally, we have worked on use of existing data
(including AP Potential, STAR assessments, gifted ID’s, etc.) to use as selection criteria in
students scheduling. The promotion of NUMATS as well as the recommendation for
acceleration as an option in meeting individual needs of gifted students has also worked to
ensure individualized options are available to students. Trajectories of courses, in both Math
and ELA, now available beginning in 4th grade through HS are continuing to be refined. New
access to STAR data as early as 1st grade can assist us in decision-making relative to our
gifted/advanced students much earlier in their academic career.
Submitted Questions…
8. I cannot see how changing gifted services to non core subjects and for less minutes per week is
enhancing the service. Although I understand you are proposing that more children would be able to
participate in gifted services this way, I think this is a dilution and backward step in the provision of
gifted services at the CFIS. Why not hire/retrain an existing teacher to become gifted specialist and
run parallel class to Mr. Dole's?
9. Do you anticipate hiring any new personnel with a GIS license in the next year or two?
Response: We are seeking to train additional staff via the aforementioned Gifted Endorsement
Cohort. Currently, students enrolled in class with Mr. Dole receive service from him only in ELA. Thus,
other content area teachers provide content appropriate for gifted/advanced students. “Enhancing”
is a general term intended to suggest that a potential shift to a model in which Mr. Dole provided
enrichment offerings not currently provided to any cognitively gifted students in addition to servicing
additional cognitively gifted students (who have not scored a 135) would increase the quality, value,
and/or power of service.
Submitted Questions…
10. How do you propose screening students in Gurney for the gifted program at CFIS,
as it is my understanding that the current Star test in use at Gurney is not approved
by the ODE as an assessment tool?
Response: As previously mentioned, STAR is approved by the ODE for gifted
screening. Thus, we currently use STAR scores in this manner in both Reading and
Math with students in grades 1-8. Students who earn a screening score are referred
for additional assessment for the purpose of gifted assessment.
Submitted Questions…
11. Is there an opportunity to build on the current program (and therefore serve more students) by
adding some of the other options without changing the 4-6 ELA program in any way? In other
words, will we continue to rely on one gifted intervention specialist to meet the needs of all
students?
12. How can we provide students with superior cognitive ability who are identified as gifted in
reading with the gifted ELA service they deserve, as they are currently excluded from gifted ELA?
13. How can we ensure we are giving students who have superior cognitive ability and are identified
as gifted in reading the gifted ELA instruction they deserve?
14. If a GIS does not teach language arts to 4th-6th graders, what materials will be used, how will
the students be grouped, and how will teachers address the fact that gifted learners master
material more quickly and with fewer repetitions than other students?
Response: There are currently no plans to add staffing at CFIS for the 2015-16 school year, but the
Gifted Endorsement seeks to grow the capacity of existing staff in grades 3-8. The creation of an
Accelerated ELA program, as previously described, could serve gifted students in a homogeneous
environment. The content, pace, product within a potential Accelerated ELA course would match
the needs of gifted Reading students and/or students currently served within Gifted ELA.