GIFTED DATA ON THE OHIO REPORT CARD Judy Chaffins, Director of Gifted Education Allen County Educational Service Center Elida Local Schools: February 13, 2015

OUR GOALS FOR TODAY Learn “stuff” – gifted grade card details, differentiation big ideas Learn “stuff” – gifted grade card details, differentiation big ideas Get “stuff” – information, ideas, resources through content, process, product Get “stuff” – information, ideas, resources through content, process, product Interact with each other – Share and Care (Interests and Environment) Interact with each other – Share and Care (Interests and Environment) Leave feeling better…or just leave: It’s a choice. Leave feeling better…or just leave: It’s a choice.

REPORT CARD MEASURES 2015 THE GIFTED MEASURE WILL BE A PART OF THE “INDICATORS MET IN THE ACHIEVEMENT AREA. IT CONSISTS OF 3 COMPONENTS REPORT CARD MEASURES 2015 THE GIFTED MEASURE WILL BE A PART OF THE “INDICATORS MET ” IN THE ACHIEVEMENT AREA. IT CONSISTS OF 3 COMPONENTS

THRESHOLDS To meet the Gifted Indicator, a district or school must meet a minimum threshold on all three parts of the indicator. Thresholds are scheduled to increase over time.

GIFTED INDICATOR BUSINESS RULES The Gifted Indicator will be categorized as “Met” or “Not Met” according to the districts’ attainment on three parts: Thresholds: Gifted Performance Index Gifted Value-Added C Gifted Input Points40 Points

GIFTED MEASURES Gifted Performance Index Minimum threshold unique students Students on a Formal Acceleration Plan get higher ratings.If they score Proficient, they are given credit as scoring Accelerated. If they score Accelerated, they get credit as scoring Advanced. An Advanced score gets an Advanced Plus credit (1.3 weight) Gifted Value-Added “C” is the qualifying threshold 4-8 reading and math, superior cognitive Gifted Inputs Districts: 16 separate areas rated: 1)Identification & service- academic (3 grade bands) 2)Identification & service-the arts (3 grade bands) 3)Identification & service- economically disadvantaged (K-12) 4)Identification & service- minorities (K-12)

Gifted Indicator Status per Data from September, 2014 Allen County On the 2015 Report Card, this status will become part of the graded measure, Indicators Met, and will carry the same weight as all other indicators in the measure. The Gifted Indicator is a "Met" or "Not Met" determination that requires a district or school to obtain a minimum threshold on each of its three parts: GIfted Performance Index, GIfted Value-Added, and District Input Totals. DistrictStatus Gifted Performance Index Gifted Value- Added District Gifted Input Total These qualifying thresholds are scheduled to increase for the school year. Qualifying Threshold = Range: Qualifying Threshold = a letter grade of C Qualifying Threshold = 40 Range: Allen East LocalNot Met117.7D16 Bath LocalNot Rated-- 0 Bluffton Exempted VillageMet117.0A51 Delphos CityNot Met118.4B16 Elida LocalNot Met116.6B14 Lima CityNot Met112.0D28 Perry LocalNot Met112.9C41 Shawnee LocalNot Met116.7F42 Spencerville LocalNot Met117.8A21 10 unique test takers Identified in superior cognitive, reading or math; grades 4-8 Identified in superior cognitive, reading, math, science &/or social studies

16 INPUT MEASURES FOR DISTRICTS Inputs #1a, 1b, 1c – Identification of gifted academic students in 3 grade bands: K-3, Inputs #2a, 2b, 2c – Service of gifted academic students in the 3 grade bands: K-3, 4-8, 9-12 Inputs #3a, 3b, 3c – Identification of gifted arts and creative thinking students in the 3 grade bands: K-3, 4-8, 9-12 Inputs #4a, 4b, 4c – Service of gifted arts and creative thinking students in 3 the grade bands: K-3, 4-8, 9-12 Input #5 – Identification of students in the economically disadvantaged subgroup: K-12 Input #6 - Service of students in the economically disadvantaged subgroup : K-12 Input #7 – Identification of students as part of a racial or ethnic minority group: K-12 Input #8 – Service of students identified as part of a racial or ethnic minority group: K-12

HOW TO IMPROVE GIFTED INPUTS Service to any gifted student must be documented with a Written Education Plan (WEP) and under the current Gifted Operating Standards (ORC ), need to be signed by a person trained in gifted education. Service to any gifted student must be documented with a Written Education Plan (WEP) and under the current Gifted Operating Standards (ORC ), need to be signed by a person trained in gifted education. I am collecting samples of goals that can be used on a WEP for AP courses, duel enrollment coursework, etc. Teachers can also create goals pertinent to their coursework/needs of students. I am collecting samples of goals that can be used on a WEP for AP courses, duel enrollment coursework, etc. Teachers can also create goals pertinent to their coursework/needs of students. WEPs will increase communication regarding WHO is gifted. WEPs will increase communication regarding WHO is gifted. The creation of WEPs will benefit the teacher in completing OTES requirements: knowledge of students, data collection, differentiation, assessment The creation of WEPs will benefit the teacher in completing OTES requirements: knowledge of students, data collection, differentiation, assessment

HOW ARE STUDENTS IDENTIFIED Tested with the Otis-Lennon Ability Test in 3 rd grade. Some years: Stanford Achievement Test. Nationally normed - ODE approved tests Tested with the Otis-Lennon Ability Test in 3 rd grade. Some years: Stanford Achievement Test. Nationally normed - ODE approved tests ReAreas: Superior Cognitive (overall intellectual ability) – 2 SD+ [generally a 132 plus or minus SEM], Core or Composite Achievement Score of 95%ile ReAreas: Superior Cognitive (overall intellectual ability) – 2 SD+ [generally a 132 plus or minus SEM], Core or Composite Achievement Score of 95%ile Specific Academic: Reading, Math, Science, Social Studies – must have a 95%ile or above Specific Academic: Reading, Math, Science, Social Studies – must have a 95%ile or above Reported in EMIS Reported in EMIS Ohio Law = Once gifted always gifted

SAMPLE WEP GOALS AP Calculus This course will provide the student with a solid introduction to college-level calculus, including differential and integral calculus, and with a solid basis on analytic geometry. The student will use problem solving and critical thinking skills in this course as needed for successful performance on the AP Calculus AB exam AP Chemistry This course is designed to provide the student with a solid first year college chemistry experience, both conceptually and in the laboratory. It looks at an in-depth study of the nature of the structure and properties of matter. The student will use analytical, problem-solving and critical thinking skills to complete assignments. AP Physics Student in this course will study the relationship between matter and energy and complete lab experimentation in studies of force and motion, heat energy, wave transfers of energy, physical optics and electricity. The student will use analytical, problem-solving and critical thinking skills to complete assignments. AP Government Student's social studies skills will be strengthened, increased, and developed at an advanced rate and deeper level as determined by curriculum based assessment through the AP Government class. How the goal will be met: The student will benefit from higher level coursework, integrating the use of complex writing skills, in- depth problem solving, and inquiry-based discussions offered within the advanced placement classroom. Student Progress: Student progress will be measured by formal and informal assessments, observations, participation, discussions, and advanced placement curriculum materials and measurements. Honors Pre Calculus Goal One: Student will earn a "B" or better in Honors Pre Calculus each 9 weeks. Evaluation: Grade on Report Card Goal Two: Student will meet or exceed the growth target established for the Honors Pre Calculus content SLO. Evaluation: SLO post test Duel Enrollment/PSEO Student's (subject area here) skills will be strengthened, increased, and developed at an advanced rate and deeper level as determined by the college curriculum and assessments through the college coursework at (name of college goes here). How the goal will be met: The student will benefit from higher level coursework provided by _______ College/University. Student progress will be measured by formal and informal assessments through the ________ college curriculum.

PROCEDURE FOR CREATION OF WEPS Clean up EMIS records or verify for accuracy (K-12). Clean up EMIS records or verify for accuracy (K-12). Determine WHO is gifted using EMIS records (K-12). Determine WHO is gifted using EMIS records (K-12). Decide which students/classes will receive WEPs. Decide which students/classes will receive WEPs. Create WEPs for individual students. Create WEPs for individual students. Send copies home to be signed and keep copies for school records and auditing purposes. Send copies home to be signed and keep copies for school records and auditing purposes. Make sure teachers receive and can document HQPD on gifted students. Make sure teachers receive and can document HQPD on gifted students. Improve on the process for the following year: identification, cluster-grouping of gifted students, HQPD incentives, etc. Improve on the process for the following year: identification, cluster-grouping of gifted students, HQPD incentives, etc.