Introduction

In accordance with the belief that all children are entitled to an education commensuratewith their particular needs, children who are gifted in the district must be provided opportunities to progress as their abilities permit. The Adams County\Ohio Valley School Board of Education believes that these children require services beyond those offered in regular school programs in order to realize their potential contributions to themselves and society.

 Mission Statement

 The mission of Gifted Services in Adams County/Ohio Valley Schools is to provide opportunities, atmosphere, materials and instruction to raise those identified to a higher level of learning and performance. The environment is learner-centered, with an emphasis placed upon the development of higher level thinking skills. Students learn about important content in a flexible setting while working cooperatively and independently to become life-long learners. An emphasis is placed on developing affective and social skills in an atmosphere that is open and accepting of new ideas and opinions.

 Long-term Goals

 1.      To increase the staff of teachers providing gifted services to better serve all identified K-12 students

2.      To increase student’s learning opportunities through the use of distance learning labs and other technological programs

3.      To secure an appropriate room in all buildings for the instruction of gifted students

4.      To form an active parent and community involvement team

5.      To fully expand gifted services to include all four identification areas and specifically the addition of students in the area of visual and performing arts

Testing, Identification and Placement Procedures

 The district follows the identification eligibility criteria as specified in Section 3324.03 of the Ohio Revised Code and the Ohio Rule for the Identification and Services for Children Who Are Gifted as specified in the Plan.

 I. The district shall identify children of the district, in grades kindergarten through twelve, who may be gifted in one or more of the following areas:

    A. Superior Cognitive Ability-intellectual ability

   B. Specific Academic Ability in one or more of the following content areas:

       1.   Mathematics

2.   Science

3.   Reading, writing or a combination of these skills

4.      Social Studies 

   C. Creative Thinking Ability

   D. Visual or Performing Arts Ability such as drawing, painting, sculpting, music, 

   dance or drama

 II. The district shall use only those instruments approved by the Ohio Department of Education for screening, assessment, and identification of children who are gifted as provided in the Assessment Instruments for the Identification of Children Who Are Gifted.

 III. The district shall accept scores on assessment instruments approved for use by the

Ohio Department of Education provided by other school districts and trained personnel outside the school district.

 IV. The district has adopted and submitted to the Ohio Department of Education a plan for the screening, assessment, and identification of children who are gifted. Any revisions to the district plan will be submitted to the Ohio Department of Education for approval. A copy of the identification and placement procedures is located in the appendix section.

 Program Objectives

 1.      Students will observe and analyze their own behavior as related to who they

are as persons and how they relate to others in their world. Students will be involved in group discussions, led by the instructor, related to self-concept, self-worth, and one’s relationship with others.

2.   With the assistance and leadership of the instructor, the students will design and expedite educational activities, relevant to their interests, needs and abilities, in order to enrich their learning.

3.   Through problem solving, simulation and creative activities, students will engage in experiences which will cause them to think in the areas of analysis, synthesis, and evaluation---the higher levels of thinking skills.

4.   Students will participate in enriching field trips.

      5.   Students will be given opportunities to solve simulated and real problems.

6.   Generally, all modes of instruction will be utilized to some degree at all age levels: lecturing (minimal), group discussion, independent study, audio-visual means, interviews, and distance learning lab programs.

      7.  Students will focus in the areas of oral and written expression, researching, and

      computer technology.

 Description of the Talented and Gifted Program

 The Adams County\Ohio Valley Schools Talented and Gifted Program is a state funded program, which provides one day-a-week classes for students in grades five and six. Students from all three elementary schools meet at a central location (currently West Union High School) in a pull-out, resource room. These students must meet one of two state guidelines to qualify for participation in the TAG Program: an IQ of 128 or higher or a 95^th percentile as a total composite score on a nationally normed achievement test (see appendix for identification procedure). Students focus on developing skills stated in the State Gifted Course of Study. These skills include creative problem solving, critical and divergent thinking, logic, interpersonal relations, oral and written expression, and research skills. Students are evaluated in these skills on a quarterly progress report card (see appendix for sample). The TAG teachers present and teach these skills through the use of in-depth units of study. Also, an extended field trip at the end of the school year culminates one of the units of study---visiting such sites as Williamsburg, Philadelphia, Gettysburg, New York City and other cultural/educational cities and landmarks. Parent/Teacher chaperones enjoy three or four days traveling and visiting many interesting sites with the students.

 The Inquiring Minds in Motions Program is an enrichment class for students in grades two through four, taught by the intervention specialist (TAG teacher) in each of the three elementary schools in the county. The small, group, pull-out resource room is provided for those students who score at or above the 95^th percentile in math and/or language arts on a nationally normed achievement test as mandated by the state guidelines for gifted services. These weekly classes present challenging activities involving skills from the gifted course of study. Individual and whole-group activities are planned to meet the needs and strengths of the individuals. Activities help students develop the skills of interpersonal relations, oral and written expression, problem solving, divergent and creative thinking, and logic. Also, classes include activities related to the seven areas of multiple intelligences (see appendix Written Education Plan for areas).

Expectations of Program Participants

The Gifted and Talented Program should be perceived as an “instead of” educational experience for its participants, not as one that is added to the workload expected of all other regular classroom students. Such a perception requires the cooperation and commitment of all teachers regarding the following:

1.      Homework

Except for rare occasions participants in the Gifted and Talented Program shall not be required to turn in homework assigned while the student is attending TAG in the resource room.

 2.      Classroom

Students in the Talented and Gifted Program shall not be required to make up drill and practice work while attending TAG class. However the student is responsible for learning new concepts introduced in his /her absence.

 3.      Tests

            TAG participants should be given the opportunity to make up tests, in a reasonable time, which they missed while attending TAG class.

            4.  Attendance

Attendance is very important in the TAG Program since each student has only one day a week to meet the objectives of the educational program planned for each student. Students should not be counted as absent from the regular classroom while they are attending TAG class or field trips. The TAG teacher will report to the regular school offices any absences by TAG students.

 5.  Behavior Policy

The main quality expected from each member in the Gifted and Talented Program is respect. This includes respect for teachers, guests in the room, other students, and self. Showing respect, developing trust, and working in cooperation as a group are important goals of the Gifted Program. School rules in the Student Handbook should be followed in the TAG classroom.

Since the TAG participants will miss a portion of regular classroom instruction each

week, the TAG teacher and regular classroom teacher(s) should communicate with

each other regarding these expectations and any related problems that may arise. The

Talented and Gifted Program shall not result in more work for its participants. If a

greater burden does exist, the TAG students may perceive the Program as punishment

rather than an opportunity. The TAG students must fulfill their responsibilities to both

the regular and special programs.

 Field Trips

 Following are listed the general rules for field trips. Participation in field trips will be

determined by the student’s compliance with these rules. Parents and students will be

notified of any additions or changes in this policy.

 1.      In order to make proper arrangements for a field trip, please return permission forms and money (if applicable) by the deadline date as designated on the form.

2.      Students will be expected to act as representatives of their school, in actions and appearances. If a student cannot behave in an appropriate manner, a parent-teacher conference will follow. If inappropriate behavior continues after the conference, the student will be suspended from the following field trip(s).

3.      Students are expected to follow regular bus rules and regulations while on the field trip.

4.      Students will be expected to follow the group leaders’ instructions.

5.      On field trips when groups are requested, students will be grouped according to teacher’s discretion.

6.      Students may bring quiet games such as: magnetic board games, books, trivia question cards, etc. Do not bring expensive games. The school cannot be responsible for those things left on the bus.

7.      If a student is unable to bring the appropriate amount of money needed for a field trip, please let the supervisor or teacher know in advance.

 Course of Study and Curriculum

A curriculum for gifted students is thought by many to have a magical quality.

Although programs for gifted children in Ohio enjoy a great deal of autonomy, the

Consortium of Ohio Coordinators for the Gifted developed a Guide for the

Development of a Course of Study and the following strands have been adopted by

the Adams County/Ohio Valley Schools Talented and Gifted Program:

1.      Creative Problem Solving

Creative problem solving is a multifaceted process of skills, which include both the affective and cognitive domains. It is identifying and analyzing a problem and evaluating the implementation of possible solutions. The process will lead to the identification of significant challenges, inquiry into problems, management of resources and the development of a solution. Decision-making is an integral part of creative problem solving and can be dealt with in a linear fashion; however, the addition of the creativity factor provides the development of a larger realm. 

2.      Critical Thinking

Critical thinking involves an understanding of the relationship of language to logic, leading to the ability to analyze, criticize and advocate ideas, to reason inductively and deductively, and to reach factual or judgmental conclusions based on sound inference drawn from an unambiguous statement or belief. 

3.   Divergent Thinking

Divergent thinking is a cognitive process of developing and exercising the ability to differ from or expand on a standard. Divergent thinking does not necessarily result in a solution or product. The process includes four patterns of thinking: fluency, flexibility, originality, and elaboration. Information processing can occur in either the expressive or receptive mode. 

4.   Interpersonal Relations

Interpersonal relations include feelings and emotions of self and others out of which develop attitudes, appreciation and methods of adjustment. To be more specific, the task of interpersonal relations should provide the opportunities for a student to develop a healthy, positive view of himself/herself as a worthy, loving person who is cared for. 

5.   Logical Reasoning

Logical reasoning is the science of distinguishing between correct and incorrect reasoning arguments. The subject matter of logic is reasoning, arguments, and the drawing of inferences. The specific task of logic is to provide methods for distinguishing between good and bad reasoning, correct and incorrect arguments, and allowable and unallowable inferences. 

6.      Oral Expression

Oral expression is the ability to use listening and speaking skills effectively to: learn, communicate, develop ideas and enhance personal relationships. 

7.      Research Methods

Researching is considered to be a formal, systemic, and intensive process using a variety of sources and resources---especially, using scientific inquiry toutilize all the higher levels of thinking. 

8.      Written Expression

Written expression is the process by which one transforms abstract ideas into the concrete---making ideas visible for others and ourselves. Technology has greatly enhanced this form of communication.

Procedure for Withdrawal From the TAG Program

Students shall be withdrawn from the Adams County/Ohio Valley School District’s Talented and Gifted Program according to the following procedure:

      1.   Parent initiated withdrawal

A.     The parent shall contact the teacher of the gifted to discuss student’s participation in the Program and the reason for wanting the student withdrawn.

B.      The teacher of the gifted shall discuss the situation with the classroom teacher.

C.     The teacher shall arrange a conference with the Placement Committee*, parent and student (optional).

D.     If, after the conference, the parent wants the student withdrawn, the parent will be asked to sign the Parent Withdrawal Form. (copy in the appendix)

E.      The student shall be withdrawn from the Program and rescheduled into

the regular classroom.

 2.      Teacher initiated withdrawal

A.     When the teacher of the gifted determines the student is showing unsatisfactory progress in the gifted class and/or the regular classroom, the teacher shall discuss the situation with the student.

B.      If unsatisfactory progress continues, the teacher shall arrange a conference with the student and parents.

C.     If unsatisfactory progress continues, the teacher shall notify the other members of the Placement Committee of the situation. The student will be placed on probation. Written notification will be sent to the parents to inform them of the progress made during the probationary period. The teacher shall arrange a conference with the Placement Committee to discuss the withdrawal.

D.     If the student continues to show unsatisfactory progress during the probationary period, the teacher shall arrange a conference with Placement Committee to discuss withdrawal from the TAG Program.

E.      If there is a consensus of the Placement Committee, the student shall be withdrawn from the Program.

F.      The parents shall be notified of the withdrawal on the Withdrawal Notification Form (check appendix section)

G.     The student shall be withdrawn from the Program and rescheduled into his/her regular classroom.

 *Placement Committee: Building Principal, Coordinator of the Talented and Gifted Program, TAG Teacher(s), Classroom Teacher(s)