• Academic Acceleration:

    Academic acceleration may involve whole-grade acceleration or individual subject acceleration. Academic acceleration occurs when a student is not only doing the caliber of work necessary to be promoted to the next grade or enrolled in the next course in the academic sequence, but also demonstrates the ability to do the caliber of work required of students in that next grade level/subject/course. An acceleration evaluation committee will determine whether the student will be permitted to skip a grade level (i.e., whole-grade acceleration), or take a subject at a higher grade level or skip a course in the usual and customary academic sequence (i.e., individual subject acceleration).

    Any student residing in the District may be referred by a staff member or a parent/guardian to the principal of his/her school for evaluation for possible accelerated placement. Students may refer themselves or a peer through a staff member who has knowledge of the referred child's abilities. Copies of referral forms for evaluation for whole-grade or individual subject acceleration will be available at each school building.

    Students referred for accelerated placement will be evaluated in a prompt manner. The building principal will schedule the evaluations. Normally, changes in a student's schedule will occur only at the start of a grading period.

    Before a student is evaluated for accelerated placement, the principal (or his/her designee) shall obtain written permission from the student's parent/guardian.

    Evaluations related to referrals that occur during the school year will ordinarily be completed and a written report issued within forty-five (45) calendar days. Evaluations related to referrals that occur at the end of a school year or during the summer will be completed and a written report issued either before the end of the school year, if possible, or within forty-five (45) calendar days of the start of the next school year.

    Upon referral, the student's principal (or his/her designee) shall convene an acceleration evaluation committee to determine the appropriate learning environment for the referred student. This committee shall include the following:

     

    A.

    a parent/guardian, or a representative designated by that parent/guardian

       
     

    B.

    a gifted education coordinator or gifted intervention specialist, or if neither is available, a school psychologist or guidance counselor with expertise in the appropriate use of academic acceleration may be substituted

       
     

    C.

    a principal or assistant principal from the child's current school

       
     

    D.

    a current teacher of the referred student

       
     

    E.

    a teacher at the grade level or course to which the referred student may be accelerated

    The acceleration evaluation committee shall be responsible for conducting a fair and thorough evaluation of the student. The acceleration evaluation committee will consider the student's own thoughts on possible accelerated placement in its deliberations. In the event that career-technical programs are considered for acceleration, a career-technical educator shall be consulted as a part of the evaluation.

    Students considered for whole-grade acceleration will be evaluated using an acceleration assessment process approved by the Ohio Department of Education.

    Students considered for individual subject acceleration will be evaluated using a variety of data sources, including measures of achievement based on State academic content standards (in subjects for which the State Board of Education has approved content standards) and consideration of the student's maturity and desire for accelerated placement.

    The acceleration evaluation committee shall issue a written decision on the outcome of the evaluation process to the principal and the student's parent/guardian. This notification shall include instructions for appealing the decision.

    Appeals must be made in writing to the Superintendent within thirty (30) calendar days of the parent/guardian receiving the committee's decision. The Superintendent or his/her designee shall review the appeal and notify the parent/guardian of his/her decision within thirty (30) days calendar days of receiving the appeal. The Superintendent or his/her designee's decision shall be final.

    If the student is recommended for whole-grade or individual subject acceleration, the acceleration evaluation committee will develop a written acceleration plan. The parent/guardian shall be provided with a copy of the plan. The plan shall specify:

     

    A.

    placement of the student in an accelerated setting;

         
     

    B.

    strategies to support a successful transition to the accelerated setting;

       
     

    C.

    requirements and procedures for earning high school credit prior to entering high school (if applicable); and,

       
     

    D.

    an appropriate transition period for accelerated students.

    A school staff member will be assigned to oversee implementation of the acceleration plan and to monitor the adjustment of the student to the accelerated setting.

    At any time during the transition period, a parent/guardian of the student may request in writing that the student be withdrawn from accelerated placement. In such cases the principal shall remove the student from the accelerated placement without repercussions.

    At any time during the transition period, a parent/guardian may request in writing an alternative accelerated placement. In such cases, the principal shall direct the evaluation committee to consider other accelerative options and to issue a decision within thirty (30) calendar days of receiving the request. If the student will be placed in a different accelerated setting from that initially recommended, the student's acceleration plan shall be revised accordingly, and a new transition period shall be specified.

    At the end of the transition period, the accelerated placement shall become permanent. The student's record shall be modified accordingly, and the acceleration implementation plan shall become part of the student's permanent record to facilitate continuous progress through the curriculum.

    5464 - EARLY HIGH SCHOOL GRADUATION

    The Board of Education acknowledges that some students seek to pursue educational goals that include graduation from high school at an earlier date than their designated class.

    A student who completes the requirements for early high school graduation may participate in the graduation ceremonies with his/her designated class or the class graduating in the year in which s/he completes the District's requirements for high school graduation.

    Early High School Graduation - General

    Application for early high school graduation must be submitted to the high school principal.

    The principal may honor this request if all conditions for high school graduation are met and the student fulfills the high school graduation requirements.

    Students referred for early high school graduation will be evaluated in a prompt manner. The building principal will schedule the evaluations. Normally, changes in a student's schedule will only occur at the start of a semester.

    Before a student is evaluated for early high school graduation, the principal (or his/her designee) must obtain written permission from the student's parent/guardian.

    Evaluations related to referrals that occur during the school year will ordinarily be completed and a written report issued within forty-five (45) calendar days. Evaluations related to referrals that occur at the end of a school year or during the summer will be completed and a written report issued either before the end of the school year, if possible, or within forty-five (45) calendar days of the start of the next school year.

    Upon referral, the student's principal (or his/her designee) shall convene an acceleration evaluation committee to determine the appropriateness of early high school graduation for the student. The committee shall include the following:

      A. a parent/legal guardian of the referred student

     

      B. a gifted education coordinator or gifted intervention specialist, or, if neither is available, a school psychologist or guidance counselor with expertise in early high school graduation

     

      C. a principal or assistant principal from the student's current school

     

      D. a current teacher of the referred student

     

    The acceleration evaluation committee shall be responsible for conducting a fair and thorough evaluation of the student.

    Students referred for early high school graduation shall be evaluated based on past academic performance, measures of achievement based on State academic content standards, and successful completion of State mandated graduation requirements. The acceleration evaluation committee will consider the student's own thoughts on possible accelerated placement in its deliberations.

    The acceleration evaluation committee shall issue a written decision on the outcome of the evaluation process to the principal and the student's parent/guardian.

    If the student is recommended for early high school graduation, the acceleration evaluation committee will develop a written acceleration plan designed to allow the student to complete high school graduation requirements on an accelerated basis. The plan may include the provision of educational options in accordance with A.C. 3301-35-06(G), waiving District graduation requirements that exceed those by the State, and early promotion to sophomore (or higher) status to allow the student to take the Ohio Graduation Test.

    A staff member will be assigned to oversee implementation of the written acceleration plan and to monitor the adjustment of the student to the accelerated setting.

    R.C. 3324.10

     

    5112 - ENTRANCE REQUIREMENTS

    The Board of Education establishes the following entrance age requirements for students, which are consistent with statute and sound educational practice, and directs that all eligible students be treated in an equitable manner.

    Kindergarten

    A child is eligible for entrance into kindergarten if s/he attains the age of five (5) on or before August 1st of the year in which s/he applies for entrance. The Board may admit a younger child to kindergarten if the child satisfies the Board's early entrance criteria. A child under age six (6) who is enrolled in kindergarten will be considered of compulsory school age.

    The Board will admit to kindergarten any child who has not attained the entrance age requirement of this District, but who was properly enrolled in a public or chartered nonpublic school kindergarten before transferring to the District..

    First Grade

    A child is eligible for entrance into first grade if s/he attains the age of six (6) on or before August 1st of the year in which s/he applies for entrance and has completed the kindergarten program of this District or an equivalent program elsewhere and has been recommended by the teacher for advancement to the first grade. The Board may admit to first grade a younger child who has successfully completed kindergarten if the child satisfies the Board's early entrance criteria

    Required Documents

    The Superintendent shall require that each child who registers for entrance to school provide:

      A. his/her birth certificate or similar documentation authorized by law as proof of age and birthdate;

     

      B. a certified copy of any custody order or decree together with any modification in such an order or decree.

     

    If such documents are not provided, the child may be admitted under the Superintendent's guidelines. Appropriate law enforcement authorities shall be notified in the event that required documents are not provided in accordance with the provisions of R.C. 3313.672.

    Each child entering the District's kindergarten or first grade program for the first time must be properly screened for any medical or health problems as well as those related to hearing, vision, speech and communications. The cost for such screening shall be paid by the parents.

    Any parent may provide the District with a written statement indicating that s/he does not wish to have his/her child screened.

    Early Entrance Criteria

    The District provides early admission to kindergarten. Copies of the referral forms for evaluation for early entrance to kindergarten will be available in each school building. Any student residing in the District may be referred by a an educator employed by the District, a preschool educator who knows the child, the child's parent or guardian, or a pediatrician or psychologist who knows the child. The referral shall be made to the principal of the school for evaluation for possible early admission.

    Before a student is evaluated for early entrance, the principal (or his/her designee) of the school to which the child may be admitted shall obtain written permission from the child's parent/guardian.

    Evaluations related to referrals submitted to the school principal between August 15th and April 15th, will ordinarily be completed and a written report issued within forty-five (45) calendar days of submission of the referral to the school principal. Evaluations related to referrals submitted to the school principal between April 16th and August 14th will ordinarily be completed and a written report issued within forty-five (45) days of the start of the school year.

    Children referred for early entrance will be evaluated in a prompt manner. The principal of the school to which the child may be admitted shall convene an acceleration evaluation committee to determine whether early entrance is appropriate for that child. The acceleration evaluation committee shall include the following:

      A. a parent/legal guardian or a representative designated by the parent/guardian

     

      B. a gifted education coordinator or gifted education specialist, or, if neither is available, a school psychologist or a guidance counselor with expertise in the appropriate use of academic acceleration.

     

      C. the principal or assistant principal of the school to which the child may be admitted

     

      D. a teacher at the grade level to which the student may be admitted

     

    The acceleration evaluation committee shall be responsible for conducting a fair and thorough evaluation of the student. The acceleration evaluation committee will also consider the student's own thoughts on possible accelerated placement in its deliberations.

    Children considered for early entrance shall be evaluated based on the following criteria:

      A. Superior ratings on individual intellectual measures and no significant deviation in specific cognitive or perceptual areas.

     

      B. Social maturity at least equal to the child's advanced mental status.

     

      C. Sound and well developed personality as judged by the examiner and from case history material obtained from the parent.

     

      D. Physical characteristics not likely to limit the child. Particular attention is directed to eye-hand coordination and dexterity.

     

    A meeting will be conducted with the parent/guardian following the evaluation to inform him/her of the committee's decision and, if appropriate, to discuss the results of the evaluation and the nature of the kindergarten.

    If a child is recommended for early entrance, the acceleration evaluation committee will develop a written acceleration plan for that child. The plan will specify:

      A. placement of the child in the accelerated setting;

     

      B. strategies to support successful early entrance; and

     

      C. an appropriate transition period for accelerated students.

     

    A school staff member will be assigned to oversee the implementation of the acceleration plan and to monitor the child's adjustment to the early entrance.

    At any time during the transition period, a parent/guardian of the child may request in writing that the child be withdrawn from the accelerated placement. In such cases, the principal shall remove the child without repercussions.

    At the end of the transition period, the accelerated placement shall become permanent. The child's records shall be modified accordingly, and the acceleration plan shall become part of the student's permanent record to facilitate continuous progress through the curriculum.

    R.C. 3313.64, 3313.641, 3313.672, 3313.673, 3321.01 et seq., 3321.05, 3323.01
    R.C. 3324.10

    Revised 5/14/07
    Revised 1/25/10
    Revised 12/17/12

     

    Revised 1/22/07
    Revised 5/14/07

    2464 - GIFTED EDUCATION AND IDENTIFICATION

    The Board of Education shall ensure that procedures are established to identify all gifted students. The District follows the identification eligibility criteria as specified in Section 3324.03 of the Ohio Revised Code and the Operating Standards for Identifying and Serving Gifted Students as specified in the District Plan.

    "Gifted" students perform or show potential for performing at remarkably high levels of accomplishment when compared to others of their age, experience, or environment. Annually, children who are gifted are identified by professionally qualified persons using a variety of assessment procedures. The Board encourages efforts to provide services for the children who are gifted as an integral part of the total kindergarten through grade 12 program.

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

      A. Superior Cognitive 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, drama.

     

    Only those instruments approved by the Ohio Department of Education shall be used for screening, assessment, and identification of children who are gifted as provided in the Chart of Approved Assessment Instruments for Gifted Screening and Identification. The District shall select instruments from the approved list that will allow for appropriate screening and identification of minority and disadvantaged students, students with disabilities, and students for whom English is a second language.

    Scores on Ohio Department of Education approved assessment instruments provided by other school districts and trained personnel outside the School District shall be accepted.

    The Board of Education shall adopt and the Superintendent shall submit 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. The identification plan shall include the following:

      A. the criteria and methods used to screen and select children for further assessment who perform or show potential for performing at remarkably high levels of accomplishment in one of the gifted areas

     

      B. the sources of assessment data used to select children for further testing and an explanation to parents of the multiple assessment instruments required to identify children who are gifted

     

      C. an explanation for parents of the methods used to ensure equal access to screening and further assessment by all District children, culturally and linguistically diverse children, children from low socio-economic background, children with disabilities, and children for whom English is a second language

     

      D. the process of notifying parents regarding all policies and procedures concerning the screening, assessment, and identification of children who are gifted

     

      E. provision of an opportunity for parents to appeal any decision about the results of any screening procedure for assessment, the scheduling of children for assessment, or the placement of a student in any program or for receipt of services

     

      F. procedures for the assessment of children who transfer into the District

     

      G. at least two (2) opportunities a year for assessment in the case of children requesting assessment or recommended for assessment by teachers, parents, or other children

     

    The District’s plan may provide for contracting with any qualified public or private service provider for screening or assessment services under the plan.

    The Superintendent shall:

      A. ensure equal opportunity for all children identified as gifted to receive any or all services offered by the District;

     

      B. implement a procedure for withdrawal of children from District services and for reassessment of children;

     

      C. implement a procedure for resolving disputes with regard to identification and placement decisions;

     

      D. inform parents of the contents of this policy as required by Section 3324.06 of the Ohio revised code;

     

      E. submit, as required, an annual report to the Ohio Department of Education.

     

    Placement procedures for District services shall be in conformance with the District's written criteria for determining eligibility for placement in those services.

      A. Written criteria for determining eligibility for placement in a gifted service shall be provided to any parent, District educator, or the Ohio Department of Education upon request.

     

      B. Written criteria provided by the District shall include an explanation of the methods used to ensure equal access to each gifted service for all eligible District students, including minority or disadvantaged students, students with disabilities, and students for whom English is a second language.

     

      C. Services which students receive shall be consistent with their area(s) of identification and shall be differentiated to meet their needs.

     

      D. Subjective criteria such as teacher recommendations shall not be used to exclude a student from service in the superior cognitive and specific academic areas who would otherwise be eligible.

     

      E. All District students who meet the written criteria for a gifted service shall be provided an equal opportunity to receive that service.

     

    The Superintendent shall implement all policies and procedures in accordance with laws, rules and regulations, and follow the Operating Standards for Identifying and Serving Gifted Students.

    The Superintendent shall implement all policies and procedures in accordance with laws, rules and regulations, and follow the Model Policies and Plan for the Identification of Children Who Are Gifted.

    The Superintendent shall develop a plan for the service of gifted students enrolled in the District identified under this policy. Services specified in the plan may include such options as the following:

      A. a differentiated curriculum

     

      B. differentiated instruction

     

      C. cluster groupings

     

      D. mentorships/internships

     

      E. whole grade acceleration (see Policy 5410)

     

      F. subject acceleration (see Policy 5410)

     

      G. early entrance (see Policy 5112)

     

      H. early high school graduation (see Policy 5464)

     

      I. dual enrollment options including, but not limited to, the postsecondary enrollment option program

     

      J. advanced placement

     

      K. honors classes

     

      L. magnet schools

     

      M. self-contained classrooms

     

      N. resource rooms

     

      O. independent study/educational options

     

      P. advanced online courses and programs

     

      Q. internships

     

      R. other options identified in the rules of the Ohio Department of Education.

     

    A Written Education Plan (WEP) will guide the gifted services based on the student's area(s) of identification and individual needs. The Written Education Plan shall:

      A. provide a description of the services to be provided;

     

      B. specify staff members responsible for providing that specific services are delivered;

     

      C. implement a procedure for resolving disputes with regard to identification and placement decisions;

     

      D. specify policies regarding the waiver of assignments and the scheduling of tests missed while participating in any gifted services provided outside the general classroom if different from the District policy detailed below;

     

      E. specify a date by which the WEP will be reviewed for possible revision.

     

    Students participating in gifted services provided outside the general education classroom will generally be exempted from routine class work (worksheets, homework, etc.) assigned during absences from the regular classroom due to participation in the gifted services. Students are to turn in work due the day of absence and make arrangements to make up missed tests. Special class work (projects, book reports, etc.) assigned during the student's absence are to be completed. Exceptions to this policy will be detailed in the student's Written Education Plan.

    The District shall report to parents and the Ohio Department of Education that a student is receiving gifted education services only if the services are provided in conformance with the Operating Standards for Identifying and Serving Gifted Students.

    R.C. 3301.07(K), 3324.01 - 3324.07, 3315.09, 3317.024(O)
    A.C. 3301-51-15

Last Modified on February 4, 2016