Author: Kristy Sampson

Written Education Plans
The District provides gifted services based on the students area(s) of identification and individual needs and is guided by a written education plan (WEP). The WEP is provided to parents and educators of gifted students at the beginning of each school year. It includes a description of the services provided with goals for the student, methods for evaluating progress towards achieving goals, and schedule for reporting progress to students. The WEP also specifies staff members that are responsible for ensuring that services are delivered and a date by which the WEP will be reviewed for possible revision.
STUDENT GOALS & EVALUATION
Annual student goals will be specified for each student. Goals may address academic and/or affective areas. Progress towards goals will be evaluated by a specific method that is described in the WEP. This can include teacher observations, rubrics, student interviews, self-evaluations, or other methods.
REPORTING PROGRESS
Parents shall be informed of their student’s progress towards WEP goals by the staff responsible. Methods of communication can include phone calls, e-mails, face-to-face meetings, letters home, and report cards. The schedule is on the WEP.

District Gifted Contact Information
Linda Lenzi, JCESC
(740)283-3347
Laura Krulik, SLSD
(330)679-2344

Southern Local School District
38095 State Route 39
Salineville, OH 43945
(330)679-2344
www.southern.k12.oh.us

District Policy for Gifted Identification Procedures and Service Options

Information for Parents
Southern Local School District

Tom Cunningham,
Superintendent
A Service of
Southern Local School District
AND
The Jefferson County
Educational Service Center

Identification
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 & ASSESSMENT
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 Creative Thinking, and Visual and Performing Arts.
PRE-ASSESSMENT
The pre-assessment involves gathering student data from a variety of sources including teacher, parent, grades, portfolios, observations, review of records, and outstanding products or performances, etc. All students are involved in the pre-assessment. By using this process, the district ensures equal access to screening and further assessment for all students, including culturally or linguistically diverse students, students from low socioeconomic backgrounds, students with disabilities, and students having limited English proficiency. Appropriate tests are used by qualified personnel for students who are culturally diverse, economically disadvantaged, have a disability or have limited English proficiency. The specific tests used in the district are approved by the Ohio Department of Education.

ASSESSMENT FOR SCREENING
The screening stage examines the data gathered from the pre-assessment stage and determines if additional assessment is necessary. Existing test data for students is not the sole determining criterion, in making decisions about additional assessments. School personnel examine all available information about a student to determine evidence that possible giftedness exists for that student. Students may be identified through whole-grade screening in 2nd and 5th grades. It also may be determined from these results that additional assessments are necessary. District-determined cut-off scores, to move students from screening to the assessment stage, are lower than the scores necessary for identification.
REFERRAL
The district ensures there are appropriate scheduling procedures for assessment and reassessment using: group tests, individual tests, and performance. Referral forms are available in the office. Students may be referred based on student request, teacher recommendation, parent request, and other recommendations. Upon receipt of a referral, the district will follow this process. The district shall provide at least two opportunities a year for assessment in the case of student requesting assessment or recommended for assessment by teachers, parents, or others.
GENERAL
The district accepts scores on assessment instruments approved for use by ODE provided by other school districts and/or trained personnel outside of the school district.
TRANSFER
The district ensures that any student transferring into the district will be assessed within 90 days of the transfer at the written request of the parent.
Services
EQUAL ACCESS TO SERVICES
The district ensures equal access to appropriate gifted programs for all identified students. Placement is dependent upon specific criteria based on program goals.
SERVICE PROVIDED/PLACEMENT CRITERIA
Students who are identified in specific areas of giftedness may receive services through cluster grouping, advanced placement, and post secondary enrollment options. Criterion for placement is obtaining the required score on an approved assessment for either a Superior Cognitive , Specific Academic, Creative Thinking, and Visual and Performing identification..
WITHDRAWAL
If a student or parent wishes for the student to withdrawal from the gifted program, they must request a Discontinuation Form, sign it, and return it to the district.
APPEAL PROCEDURE
An appeal by the parent is a reconsideration of results during the identification process including screening or assessment, scheduling, placement, and services. Parents should submit a letter to the building principal outlining the nature of the concern. The principal will convene a meeting. A final decision will be issued within 30 days of the appeal and a written notice given.