Frequently Asked Questions About Identification of Children Who Are Gifted, Standardized Test Scores, Enrichment Services, grades K-, 1, 2  and  REACH Services, 3, 4, 5, and 8 for Children Who Are Gifted:
 

NOTE:  "Identification" is what we do for the student data base of the Ohio Department of Education.  It involves testing, cut-off scores, parent notification, and record-keeping.  REACH Services are based on these test scores, but are a different topic.  A parent may receive Gifted Identification notice via a letter from our office, but, because of the new Operating Standards for Gifted Education, their child may not be eligible for REACH Services.  (Go to the REACH Homepage for a description of the services and eligibility criteria for each grade level.)

1.         How are children in Hudson identified as gifted?
 

Gifted Identification of all Ohio students is governed by state law.  Our Hudson Schools Department of Gifted Education, "REACH", uses test results from the In-View/Terra Nova III, Iowa Test of Basic Skills, the Cognitive Abilities Test, or any individual or group-administered test approved by the state, which was administered no more than 24 months ago.   Kindergarten students are not given standardized tests for purposes of gifted identification.

 2.             What are the four areas of "superior ability" or giftedness addressed by Gifted Identification law?
 

•  Cognitive Ability, usually as measured by an IQ score or Cognitive Skills Index
  
•  Specific Academic Ability, usually by way of a national percentile score in Reading, Math, Science, or Social Studies
  
•  Visual & Performing Arts, as assessed by art and music teachers using a rubric created by the state.
  
• Creativity, as assessed by classroom teachers using a state-approved checklist.  Every child who has an ability score of 112 from the Cognitive Ability Test or 112 from the In-View/TerraNova test is eligible for this process.  Classroom teachers complete the checklist form and the district coordinator screens this information.  Parents are notified of this gifted identification.
  

 3.        What are the cut-off scores for superior cognitive and superior academic identifications?

For the In-View/Terra Nova III, Superior Cognitive Gifted I.D. is achieved at 128 or above and Superior Academic Ability is achieved at 95%-ile and above.

For the Cognitive Ability Test, Form 6, Superior Cognitive Gifted I.D. is 128 for grades K, 1, and 2 and 129 for grades 3, 4, 5, and 7.
 

4.             Why is parent permission requested sometimes for "further testing"?
 

• The state law also says that, beginning in 2nd grade, for the In-View/TerraNova III, if a student scores 124, 125, 126, or 127 on the test of cognitive ability, or 93%-ile or 94%-ile in one of the academic areas, we must administer an additional test. 
  

5.             Will I, as a parent, be notified if my child is identified in any of the areas?

• Yes.  State law requires us to notify parents, by mail, of any gifted identification achieved by a student. 
  

 6.           What does it mean, in practice, if my child achieves gifted identification?

First, it means that your child's name will be entered into the statewide database for Ohio school children, EMIS (Educational Management Information System), with the specific gifted "label".  By doing this, districts are reporting the number of gifted students to the Ohio Department of Education.  These numbers and indications of gifted services are used by the Office of Exceptional Children to make recommendations to legislators and school districts about effectiveness of programming and funding.
 

Second, it means that parents and teachers have one indication, from a standardized test, of achievement and/or ability.
 

Third, it helps teachers pinpoint areas in which a student may need extended classroom activities to meet his/her needs for challenge and engagement with learning.  Teachers then provide for these student needs.
 

7.    What if my child's scores do not meet the "gifted" test score cut-off?

Students' standardized test scores are used  by our department of gifted education to  report required data to the state for their records and, in grades 3, 4, 5, 6, 7, and 8, to determine eligibility for REACH services.

We use the CSI - Cognitive Skills Index - to determine if a child will receive REACH Serivces.  Beginning this year - School Year 2011-2012 -  students must have a CSI of 135 or above to be placed in the REACH Enriched Language Arts classes at grades 3, 4, 5, 6, 7, and 8.

Further on Classroom Differentiation at grades kindergarten, first, and second - Our classroom teachers consider many other facets of your child and her/his needs in determining appropriate instruction.  We know that, many times, a student's true abilities cannot be measured by a test score.  Therefore, our teachers carefully observe their students' classroom achievement, behavior, motivation, and attitude toward learning in creating the best possible strategies for their instruction.

8.   Should I be concerned if my child does not participate in a REACH pull-out group - especially if she/he participated during the previous school year?

• No.  The best thing for you to do is talk to the classroom teacher about your child and her/his educational needs and interests. At other grade levels, classroom differentiation is the method through which most children will receive the learning challenges they need. 
  

  10.   What is "Differentiation in the Regular Classroom"?

•      Hudson City School District staff and administration have made a commitment to meet the needs of all of our students.  This commitment/initiative is addressed in our district's mission statement and strategic plan.  Our administration has provided, during the last several years, many opportunities, in-district and out-of-district Professional Development, for our teachers to become proficient in differentiation in the regular classroom at all grade levels.  When teachers differentiate, they are creating classroom activities that are different from those provided by the regular curriculum.  High ability students learn more quickly and in greater depth than the typical student and need different kinds of learning opportunities. Such opportunities include greater emphasis on higher level critical and creative thinking skills, abstract thought, recognizing symbolism, inferences, cause/effect relationships, and ways to capitalize on creative abilities.

  There are many ways for a teacher to differentiate: 

•  Pre-test to determine if a student already has the knowledge and skills to be addressed in an upcoming unit of study.
  
•  Design alternate classroom activities that are based on the regular curriculum but go above and beyond it to provide for challenging, appropriate, and engaging work.
  
•  Design activities that capitalize on conceptual understanding and higher order thinking skills.
  
• Plan, with the student or a small group of students, opportunities for Independent Study of an area of the regular curriculum in which there are greater challenges for the high ability learner(s).
  

 10. Does the REACH department offer any services at Hudson High  School?

No.  In previous years, the REACH Office at HHS facilitated Independent Studies for high school students.  However, the Credit Flexibility program, through the Guidance Office, now allows students to pursue an area of interest/study and receive credit in this way. Note:  The REACH Office is now located at HMS in Ms. Snyder's classroom, C-115.
 

11     What are some good ways to communicate my child's need for differentiation to the classroom teacher or the REACH teacher?
 

• First of all, have good and open communication with your child.  Listen for indications that he/she is being challenged and engaged in classroom work.  If you think  your child is not being challenged or offered appropriate instruction, contact the classroom teacher and request a conference  - ask to have the REACH Intervention Specialist included in the conference.  In this way, you can learn of the ways that they are striving to meet your child's needs and, equally important, how your child responds to their differentiation efforts. 

Some good questions to ask your child's teacher(s):

1. Do you use pre-tests to determine if my child already knows and understands the current curricular topic in your classroom?
2. How do you adjust the curriculum if  my child already knows and understands
3. How do you capitalize on my child's special interests?
4. How can I capitalize on my child's interests and encourage her/him to be a vigorous student?
5. Does my child have abn opportunity to set goals and document if he/she is reaching them?
6. Does my child involve him/herself in the learning activities in the classroom?
7. Does my child take advantage of the enrichment opportunities that are available?  What are some of these opportunities?
8. Is she/he an active participant in classroom discussions?

You can also call Ms. Virginia Snyder, district coordinator of gifted education services, K-12, for further guidance and information in any area.
 

12.   What are WEPs?  Now included in the state law requirements for districts' gifted education programs are Written Education Plans for students who have identification in any of the four areas.  Our REACH Team is working hard to develop and adapt a form that will be useful and meaningful for them and classroom teachers to use to record extension and enrichment instructional strategies employed to meet the needs of gifted students in REACH groups and in the regular classroom.  We are implementing WEPs gradually into all grades and subject areas.  Please talk to your child's teacher(s) to learn more about their use of the WEP for gifted students in Hudson.

Best Practices for Parents

• Emphasize the joy of learning, not necessarily grades.
• Use encouragement rather than praise.
• Talk about the importance of the work ethic.
• Look for opportunities to encourage and satisfy their curiosity.
• Remember that each child is on his/her own developmental timeline.
• Maintain good communication with your child's classroom teacher.

All REACH team members are available for parent conferences/phone calls during the school year:
 

Mrs. Patricia Armbruster- 330-653-1246,   armbrusp@hudson.edu  Mrs. Armbruster will teach 3rd grade and part of 5th grade REACH Enriched Language Arts.  (McDowell and East Woods)

Mrs. Susan Factor - 330-653-1246,  factors@hudson.edu  Mrs. Factor will teach 4th grade and part of 5th grade REACH Enriched Language Arts. (East Woods)

Mrs. Susan Lutkus - 330-653-1316, ext. 4047;  lutkuss@hudson.edu  Mrs. Lutkus will teach 8th grade REACH Enriched Language Arts.
  

Ms. Virginia Snyder, REACH Coordinator - 330-653-1441; snyderv@hudson.edu  Ms. Snyder will teach 6th and 7th grade REACH Enriched Language Arts, also.

RECOMMENDED WEBSITES ABOUT GIFTED EDUCATION
 

  Please use email to contact Ms. Snyder during the summer.