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Gifted Education

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

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

Wyoming City School District’s Continuum of Gifted Supports and Service

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 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.

Middle School Continuum of Service and Support:

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.

High School Continuum of Service and Support:

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.

Written Education Plans

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.