Meigs Local ensures equal opportunity forall district students identified as gifted toreceive services offered by the district.
In the Intermediate Building, students that are gifted in the areas of Language Arts and Science are served by the Inclusion Model. The GISworks with the Language Arts Teacher(s) to enrich gifted students in the regular classroom.
In the Middle School Building, students that are gifted in the areas of Language Arts and Social Studies are served by the Inclusion Model. TheGIS works with the Social Studies Teacher(s) to enrich gifted students in the regular classroom.
Numerous special activities are used in addition to curriculum to enhance the learning of gifted and talented students. Academic competitions, clubs,and student organizations can also meet the needs of gifted students. These include but are not limited to:
Model United Nations
National Honor Society
Grade or Subject Acceleration
“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 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, and peer nominations, 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 fromscreening 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: assesement for idenification
- 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.
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; and
Children may be referred on an ongoing basis, based on the following:
- Child request(self-refferal)
- 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. 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. Referral forms are available from the Director of Gifted Services or the main office of any school building.
The district accepts scores on assessment instruments approved for use by the Ohio Deparment of Education provided by other school districts and/or trained personnel outside the school district
The district ensures that any child transfering into the district will be assessed within 90 days of the transfer at the request of the parent. Parents shall contact the classroom teacher.
If at anytime, a student wishes to withdraw
from gifted programs or services, the
request should be written by the parent and
addressed to the classroom teacher, GIS, Building
Principal and/or Director of Gifted Services.
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 schedule of children for assessment;
- The placement of a student in any program; and
- Receipt of services
Parents should submit a letter to the Director of Gifted Services or Building Principal outlining the nature of the concern. The Director of Gifted Services and/or Building Principal will convene a meeting with the parent/guardian, which may include other school personnel. The Director of Gifted Services and/or Building Principal will issue a written final decision with 30 days of the appeal. This written notice should include the reason for the decision(s).