The Department of Special Services is responsible for assisting students who are identified as gifted, special education, or English Language Learners and who need enrichment opportunities outside of the classroom, in accordance with state and federal laws. The department is led by a team of dedicated education professionals who want to help every child feel successful.
If you have any questions or concerns, please contact the department at 513-206-7021.
- Our Staff
- Intervention Process
- English Language Learners
- Food in the Classroom Guidelines
- Gifted Education
- Mental Wellness Supports
- Special Education
- Student Health
- Additional Resources
Director of Pupil Services Dr. Tracy Wurtzler - email@example.com
School Psychologist Rosie Zoller - firstname.lastname@example.org
School Psychologist Dr. Cleighton Weiland - email@example.com
Administrative Assistant Cassandra Bernecker - firstname.lastname@example.org
For additional assistance, please contact the Wyoming City Schools Pupil Services Department at 513-206-7026.
Multi-Tiered System of Support
What is MTSS?
Wyoming City Schools employs a Multi-Tiered System of Support (MTSS) model for optimizing student achievement. MTSS is a comprehensive school-wide model for supporting students with aligned curriculum, ongoing professional development for educators, parental support and community engagement, while also identifying students that are in need of intervention and/or enrichment through the use of universal screeners, decision guidelines, and teacher reports.
Through MTSS, we provide a strong core curriculum, monitor student progress, and provide intervention, including reinforcement and enrichment to students at all tiers.
In this framework, the intensity and nature of intervention changes depending on how a student responds (i.e., no longer needs intervention, continues to need some intervention, or needs more intensive intervention). As students fluidly progress through the tiers intensity, duration, frequency, and expertise increase with need and decrease with skill attainment, while the ratio of instructor to students decreases or increases to accommodate student needs.
The MTSS model addresses academic, behavioral, mental health, and environmental needs of the student population at a universal tier, a supplementary tier, an intensive tier, and a replacement tier.
Students may engage in more than one MTSS tier of support based on an identified need or needs in one or more of the areas (academic subject, behavior, mental health, and environment). Prioritization of student needs occurs to ensure maximum growth. MTSS intentionally and explicitly designs and implements individual and small group support in order to best meet the needs of all students.
Key Terms in MTSS:
Core Curriculum is provided to every student and is aligned with Ohio's Academic Content Standards.
Universal Screening includes the assessments given to all students in a grade level to monitor student growth and respond to student needs. Wyoming uses MAP in grades K-8 as a universal screener.
Research Based Interventions supplement the core grade level instruction and target student needs using validated strategies.
Wyoming City Schools utilizes ongoing assessment practices to inform instruction within the classroom. We administer assessments to all students in select grade levels and content areas for instructional planning purposes.
We use assessment to:
- Guide instruction
- Scaffold activities for re-teaching, review, and enrichment
- Differentiate curriculum
- Benchmark student achievement locally, at the state level, and nationally
- Assess student readiness for college and career endeavors
- Determine student growth throughout and across school years
- Meet state requirements for the Third Grade Reading Guarantee in kindergarten through grade three
- Meet the requirements for Gifted and Talented identification
In order to gauge student learning and mastery of concepts, Wyoming City Schools utilizes both summative and formative assessments.
Summative Assessments (or Assessments OF Learning): Assessments of learning determine how much has been learned at a particular point in time (a status check).
The characteristics of assessments of learning are:
- One-test-fits-all, based on grade-level standards or expectations
- Compare students to other students
- Report status after instruction has occurred
- Focus on learned content or mastery
- Examples include the Ohio’s State Tests, MAP, AimsWeb, PSAT, ACT
Beginning the 2020-2021 school year, students in grades kindergarten to eight will take the Measures of Academic Progress (MAP) assessment. MAP is an achievement measure in the areas of reading and mathematics and is aligned to state standards. The MAP test is one tool, among many, teachers are using to improve student learning. This assessment enables teachers to recognize and focus attention on your child’s area of learning needs by providing teachers with an estimate of your child’s current instructional level. MAP results are unique in that they are derived from adaptive tests your child takes on the computer; the assessment becomes more difficult the more questions your child answers correctly and less difficult the more questions your child answers incorrectly. This type of assessment specifically measures your child’s achievement level, thus providing his/her teachers with the information they need to focus teaching and learning and to make data-driven decisions.
Formative Assessments (or Assessments FOR Learning): Assessments for learning provide feedback that is used to modify teaching and learning activities during instruction.
The characteristics of assessments for learning are:
- Adaptive for the individual student; thus, content varies across grade levels
- Compare students to self and other students
- Inform instruction, provide information before, during, and after instruction
- Focus on growth based upon benchmarks and ongoing standards
- Examples include teacher-constructed assessments, such as pre/post tests
District Assessment Coordinator:
Director of Pupil Services Dr. Tracy Wurtzler - email@example.com or 513-206-7022
Primary Schools Assessment Coordinator:
WPS Assistant Principal Dr. John Hill - firstname.lastname@example.org or 513-206-7276
Middle School Assessment Coordinator:
WMS Assistant Principal Jeff Hicks - email@example.com or 513-206-7170
High School Assessment Coordinator:
Counselor Nikki Bunton - firstname.lastname@example.org or 513-206-7153
For students who have learned English as a second language and who are not yet proficient in English, the district provides English Language Learner tutor services. The students are primarily served through immersion in the general education curriculum and the supplementary sessions with district ELL tutors.
Each ELL tutor consults with the general education teachers to adapt work to student needs, provides some direct services to accelerate learning, and coordinates the annual state testing required to measure the acquisition of English learning. ELL services are not available to students attending classes on an exchange basis.
If you have any questions, please contact the Director of Pupil Services at 206-7021.
Wyoming City Schools strives to create and maintain a healthy and safe educational environment for all students. The prevalence of food allergies among children increased 18% during 1997-2007 and allergic reactions to foods have become the most common cause of anaphylaxis in community health settings. Although difficult to measure, research suggests that approximately 4% of children and adolescents are affected by food allergies. The symptoms and severity of allergic reactions to food can be different between individuals and can also be different for one person over time.
In an effort to ensure the daily management of food allergies in individual children in Wyoming City Schools, all community members are asked to follow the Guidelines for Food in the Classroom.
For additional information, please contact Director of Pupil Services Dr. Tracy Wurtzler at WurtzlerT@wyomingcityschools.org or 513-206-7022.
Wyoming City Schools’ vision is for all students to reach their full potential, engage in responsible citizenship, understand global competency, and embark on life-long learning. To meet these tenets, Wyoming has developed a continuum of supports and service for gifted identified students. With nearly 50% of students at Wyoming City Schools identified as gifted, this continuum of gifted supports and services are available so that learning opportunities may be matched with student abilities.
The state of Ohio defines a gifted student as one who “performs or shows potential for performing at remarkably high levels of accomplishment when compared to others of their age, experience, or environment.” In Ohio, a student may be assessed in grades K-12 for gifted identification in the following areas:
- Superior cognitive ability;
- Specific academic ability: reading/writing, mathematics, science, and social studies;
- Creative thinking ability; and
- Visual and performing arts ability: dance, drama, music, and visual arts.
- Identification and Assessment
- Continuum of Gifted Supports and Services
- Written Education Plans
- Academic Acceleration Information
According to Gifted Operating Standards, Wyoming City Schools provides at least two opportunities per year for gifted identification testing when K-12 students request assessment or when parents, teachers, or other students recommend them for testing.
Gifted testing opportunities are offered annually in October and March. If parents are interested in having their child tested, they must complete and submit a referral form by October 1 for fall testing or March 1 for spring testing.
Wyoming provides whole-grade screenings in the areas of superior cognitive ability, specific academic ability reading/writing, specific academic ability mathematics, and creative thinking ability once during the K-2 grade band and once again during the 3-6 grade band. Wyoming City Schools use assessments approved for gifted identification by the Ohio Department of Education to meet this requirement.
Wyoming City Schools assess every student in 2nd and 4th grades in the areas of Superior Cognitive Ability, Creative Thinking Ability, Specific Academic Math Ability and Specific Academic Reading Ability. The following Ohio Department of Education assessments are used:
- Superior Cognitive Ability uses the InView – A Measure of Cognitive Abilities
- Creative Thinking Ability uses the InView – A Measure of Cognitive Abilities plus the Gifted and Talented Evaluation Scales 2 (GATES 2)
- Specific Academic Ability in Reading uses MAP
- Specific Academic Ability in Math uses the MAP
Ohio law requires school districts to identify gifted students, but it does not require that service be provided. The Wyoming City School District gifted service model provides formal gifted services to gifted identified students in grades 1 through 12. All students who meet the written criteria for gifted service are provided an equal opportunity to receive that service.
- Primary School Continuum of Service and Support
- Middle School Continuum of Service and Support
- High School Continuum of Service and Support
1st-4th Grade: Students identified gifted in the areas of reading or mathematics will be cluster grouped in the general education classroom. Cluster grouping allows gifted students more direct contact with ability-level peers and the chance to explore content more deeply. These students may be provided with differentiation in the classroom, authentic learning experiences, real-world problem-solving skills, curricular extensions and enrichment activities.
Primary Pull Out Enrichment Support: Students identified gifted in 2nd grade as Superior Cognitive Ability will have the opportunity to participate in Discovery (2nd grade) and REACH (3rd and 4th Grade). The pull-out enrichment emphasizes critical thinking, problem solving, the design process, and project-based learning.
5th–8th Grade: Students identified gifted in the areas of reading or mathematics will be cluster grouped in the general education classroom. Cluster grouping allows gifted students more direct contact with ability-level peers and the chance to explore content more deeply. These students may be provided with differentiation in the classroom, authentic learning experiences, real-world problem-solving skills, curricular extensions and enrichment activities.
5th and 6th Grade Pull Out Enrichment Support: Students identified gifted in the area of Superior Cognitive Ability will have the opportunity to participate in the Advanced Processing Skills Class. The pull-out enrichment emphasizes critical thinking, problem solving, the design process, and project-based learning.
9th-12th Grade: Students identified gifted in the areas of reading, mathematics, social studies or science may be cluster grouped in the general education classroom. Cluster grouping allows gifted students more direct contact with ability-level peers and the chance to explore content more deeply. These students may be provided with differentiation in the classroom, authentic learning experiences, real-world problem-solving skills, curricular extensions and enrichment activities.
9th-12th Grade Advanced Placement Courses: Students identified gifted in the areas of reading, mathematics, social studies or science may have the opportunity to participate in rigorous, college-level classes that give students an opportunity to gain the skills and experience colleges recognize. Participating students will be able to dig deeper in an immersive curriculum.
For formal gifted service, all school districts in Ohio reporting gifted services to students must have on file a copy of a Written Education Plan (WEP) for each student served. The Written Education Plan (WEP) is defined in Ohio Administrative Code 3301-51-15. Written Education Plans (WEPs) describe overarching, academic-related goals for gifted identified students. The Written Education Plan also may include curricular, guidance or instructional practices to support the student’s social and emotional needs.
A student will receive a Written Education Plan in 1st-8th grades when he or she
- has been identified as gifted in one or more of the following areas: Superior Cognitive Ability, Math, and/or Reading; and
- has been participating in cluster grouped reading and/or mathematics class during the school year which directly relates to his/her area(s) of gifted identification.
A student will receive a Written Education Plan in 9th-12th grades when he or she
- has been identified as gifted in one or more of the following areas: Superior Cognitive Ability, Math, Reading, Social Studies, and/or Science; and
- has been participating in a cluster grouped class during the school year which directly relates to his/her area(s) of gifted identification or
- has been participating in an Advanced Placement class during the school year which directly relates to his/her area(s) of gifted identification.
The Written Education Plan simply documents your student’s gifted identification, gifted education service setting and over-arching, academic-related goals for a designated course.
In accordance with Ohio law, Wyoming City Schools offers acceleration opportunities in the form of Early Entrance to Kindergarten, Single Subject Acceleration, Whole Grade Acceleration and Early Graduation. These opportunities underscore Wyoming City Schools' commitment to providing a rigorous academic environment for all students.
Those students who display a particularly high level of academic acievement may be provided with heightened challenges in several ways. Parents who believe their students would benefit from more rigorous work are advised to first request a conference with their child's teacher in order to share their concens and to share with the teacher some specific examples of their child's advanced capabilities or advanced performance. Classroom teachers have several differentiation techniques that may be used to increase the level of challenge or increase the pace of instruction for these students. These techniques include curriculum compacting, open-ended assignments, flexible grouping, independent study, alternate assignments, interest centers, and tiered assignments.
If, after these instructional modifications have taken place, there is compelling evidence that the student's academic needs are still not being met because of the advanced level of performance of the student, then parents should contact the student's principal to request a meeting to discuss possible alternative, such as advanced independent study, whole grade acceleration, or single subject acceleration.
According to Karen B. Rogers in "Re-forming Gifted Education," the analysis of research concerning whole grade acceleration shows that good candidates for whole grade acceleration are students who:
- score above 130 on an individual IQ test,
- are 2+ years ahead on an achievement test grade equivalent score, and
- are self-directed, independent, and motivated learners
The most successful candidates for single-subject acceleration are students who:
- are achieving at 2+ grade levels beyond their current grade in the specific subject area and
- have a strong preference for independent study and fast-paced instruction.
Parents interested in requesting acceleration for their child through Early Entrance to Kindergarten/First Grade, Single Subject Acceleration, Whole Grade Acceleration, or Early Graduation may begin the process by completing the corresponding Referral Form in links below, and returning it to the building principal of their child's school. An Acceleration Evaluation Committee will be formed to review the request.
Details regarding Wyoming's Acceleration Policy can be found here. More information and referral forms are available through the following links:
Each school provides school counseling services by a licensed school counselor to help students with academic concerns, emotional issues, crisis intervention, conflict resolution, healthy decision-making, bullying and harassment prevention, and substance abuse prevention. If you have concerns about your child's academic, social-emotional and/or mental health, please do not hesitate to contact your school counselor.
Wyoming Primary Schools:
Counselor Becky Abbs - email@example.com
Counselor Elizabeth Dennemann - firstname.lastname@example.org
Wyoming Middle School:
Counselor Hayler Parks (Grades 5 & 6) - email@example.com
Counselor Jonathan Allred (Grades 7 & 8) - firstname.lastname@example.org
Wyoming High School:
Counselor Lucas Osterbur (Students with last names that begin with A-K) - email@example.com
Counselor Effie Jansing-Jata (Students with last names that begin with L-Z) - firstname.lastname@example.org
Director of College Counseling Cyncie Meis (Student with last names that begin with A-K) - email@example.com
College Counselor Nikki Bunton (Student with last names that begin with L-Z) - firstname.lastname@example.org
Psychologist Dr. Cleighton Weiland (Kindergarten-Grade 5) - email@example.com
Psychologist Rosie Zoller (Grades 6-12) - firstname.lastname@example.org
Director of Pupil Services Dr. Tracy Wurtzler - email@example.com
Wyoming City Schools partners with Best Point Behavioral Health (formerly Cincinnati Children’s Home) to provide Wyoming families with children in Grades K-12 access to school-based mental health services.
- Best Point Behavioral Health provides independently-licensed therapists to offer support for students during their school day.
- These optional and confidential services are offered in addition to those provided by school counselors and psychologists.
- Families can cover the cost of therapy visits through private insurance, Medicaid or private-pay options.
This partnership is facilitated by MindPeace, a non-profit organization with the mission to improve access to high-quality mental health care for all children.
If you are interested in this service for your child, please contact your child’s school counselor.
A parent/guardian can also directly refer their child for services with Best Point Behavioral Health by any one of the following:
- Complete this online Referral Form,
- Call the Best Point at 513-272-2800 and ask for Intake, or
- Print and complete this form and turn it into your child's school counselor.
For more information about this partnership contact Director of Pupil Services Dr. Tracy Wurtzler at 513.206.7022 or firstname.lastname@example.org.
Wyoming City Schools is committed to providing a free appropriate public education to children with disabilities identified in accordance with applicable State and Federal laws, rules, and regulations. To learn more about the Individuals With Disabilities Education Improvement Act of 2004 (IDEA), reference the Ohio Department of Education's Guide to Parents Rights.
Each year, Wyoming City School District conducts a state-required count of all children with disabilities living in the district. If you know a child or adolescent between the ages of birth through 21 whom you suspect may have a disability and who is not currently receiving services through the school district, then Wyoming City Schools wants to hear from you.
Wyoming City School District offers an evaluation for all children with suspected disabilities, birth through 21, and education for all children with disabilities ages three through 21.
If you have or know of a child with a disability, contact the Director of Pupil Services at 513-206-7021.