Gifted Services Grades 3-5

The gifted cluster classroom, self-contained gifted classroom, or single-subject self-contained services are the common service models used in our elementary classrooms.

Gifted Self-Contained Classroom - All students are identified as gifted in reading, math, or superior cognitive thinking.  The classroom teacher is a gifted intervention specialist and serves as the teacher of record for students in all subject areas.  In this setting, the classroom looks like it functions the same as the other elementary classrooms.  However, the teacher can differentiate for each learner and typically go deeper with the material. The classroom focus is on higher level thinking skills, the classroom pace is generally faster and student achievement scores typically go up.  In addition, critical thinking, service learning, real world problem-solving, and creative thinking are emphasized. All gifted students served in this setting are on a Written Education Plan that outlines the goals for the student.

Single-Subject Self-Contained Classroom - All students in the classroom are identified as gifted in reading, math, and/or superior cognitive thinking.  The classroom teacher is a the gifted intervention specialist and is the teacher of record for students with specific subject area identification.  The teacher can differentiate for each learner and typically go deeper with the material.  The classroom focus is on higher level thinking skills, the classroom pace is generally faster and student achievement scores typically go up.  In addition, critical thinking, service learning, real world problem-solving, and creative thinking are emphasized. All gifted students served in this setting are on a Written Education Plan that outlines the goals for the student. In this setting, students may move to a traditional classroom for instruction outside of their identification area. 

Gifted Cluster Classroom - Students who are identified as gifted in reading, math, and/or superior cognitive ability  are deliberately placed together in a classroom alongside typical learners, too.  A Gifted Intervention Specialist is assigned as the classroom teacher and is teacher-of-record for all students in the classroom. The teacher can differentiate for each learner and typically go deeper with the material for gifted learners.  The classroom focus is on higher level thinking skills, the classroom pace may be faster for some students and student achievement scores typically go up for all students.  In addition, critical thinking, service learning, real world problem-solving, and creative thinking are emphasized. All gifted students served in this setting are on a Written Education Plan that outlines the goals for the student. 

Placement in gifted services should be viewed as a response to an individual student’s needs (more rigor, a faster pace and a nurturing environment for cognitively high students).  It is important to note that "gifted" and "high achievement" are not synonyms.  The term "gifted" refers to a measure of potential.  Some gifted students are high achievers.  Some high achieving students may be gifted.  The graphic linked here explores the common traits of high achievers, gifted learners, or creative thinkers.

The Office of Gifted Education follows Ohio Operating Standards for gifted.  Students who receive an area of identification for gifted have done so on an assessment approved by the Ohio Department of Education for this purpose under section 3324.02 of the Revised Code.  Ohio recognizes these areas for gifted identification:  superior cognitive, reading/language arts, science, social studies, math, creativity, and visual and performing arts.

 

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