by Ingrid Schaefer Sprague
The identification of a gifted student is a process that varies somewhat by school district. The child is either identified by the school or can be nominated for assessment by a parent.
Dr. Daniel Weinberger, gifted child psychologist of Humanistic Counseling Center in Lyndhurst, notes the method of identification of gifted children in school districts varies with the tests administered as well as the IQ score cutoff.
The Cognitive Abilities Test, or CogAT, is widely used for assessment of students in kindergarten through grade 12. Usually based on that test, an IQ (intelligence quotient) test is given to the child. Normally the Wexler Intelligence Scale (WISC-IV) is used to determine IQ, however, Ohio allows other tests to be administered by a psychologist if it is determined another “IQ” test may be a better fit to the child.
If a school only uses one type of IQ test, the parent may need to request testing of the child by an outside psychologist. (The parent is responsible for the cost of this testing, which may be covered in part by insurance.) The IQ results determine whether the school proceeds with additional testing they require or direct placement of the child in a gifted program.
“The IQ score is not fixed,” Weinberger says. “People need to realize IQ is just the mental age over the chronological age. It determines how old the test thinks you are compared to what you really are. This changes over time against people your age using norms within four months of age.”
Although there are state requirements that guide schools in assessment and testing for gifted identification, this variability among communities is not necessarily bad, considering other factors between communities.
“It wouldn’t make sense to have the same criteria,” Weinberger says. “But it does make sense that gifted students are provided a certain level of service.”
Schools Taking Steps for the Gifted
So, once a child is identified as gifted, what are public schools doing to meet his or her educational needs?
It depends on the school district — some provide self-contained gifted classrooms, others offer pullout programs, some provide differentiation in a regular classroom, individualized instruction in a multi-grade classroom, or allow children to “skip” a grade.
Carla Calevich, director of curriculum and instruction at Brecksville-Broadview Heights City Schools, discussed her district’s gifted education curriculum.
The schools’ gifted program coordinator is Pat Rehm through the Educational Services Center of Cuyahoga County. In the district, identified gifted students are placed in a Challenge program, which provides both advanced English and math. This self-contained classroom begins in third grade at one elementary school, and continues through fifth grade.
Going Beyond the Classroom
In many school districts across Ohio, gifted students can take their learning to higher education or other enhanced opportunities. For example, eligible high school students can take postsecondary college courses with partnered Ohio colleges and universities.
Gifted students can also elect to attend facilities such as Cuyahoga Valley Career Center for other vocational opportunities.
Willoughby-Eastlake Schools has created the School of Innovation (SOI), which will infuse STEM (science, technology, engineering and math) curriculum and instructional practices with a focus on rigorous Design Focused Learning. The school is set to open next August.
“STEM schools engage everyone in transdisciplinary teaching and learning rooted in problem-solving,” according to a school release. “This encourages children to learn complex concepts in a context that they find relevant and therefore more engaging.”
Deborah Morgan, gifted coordinator at Geauga County Educational Service Center and model parent group certified facilitator of Serving the Emotional Needs of the Gifted, shared the services provided to gifted students in Geauga and Lake counties, saying of several problem-based learning models offered in her counties, Future City competition is among the programs she is most proud. Students in the competition envision a city 150 years into the future, and build a Sim City software rendition of the city and a 3D model based on a selected theme.
Opportunities such as this are vital, according to Morgan, because gifted students often don’t encounter hurdles in learning until college.
Other enhanced educational opportunities include NASA-Glenn Young Astronauts Day, Power of the Pen, Science Olympiad and Model United Nations.
Shawn Jivide, educational services center gifted consultant in Summit County, says “Gifted children should have opportunities daily to be together to grow academically, socially and emotionally and to gain a better understanding of their giftedness.”
For gifted students, in-school curriculum and the extracurricular opportunities are only part of the puzzle. Parents can and should participate actively in their gifted child’s education by providing independent experiences, including family trips, scouting activities, musical instruments, foreign language, sports, museum visits and job shadowing.