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Gifted

Gifted Identification and Service Plan

1. Introduction 

Ohio Revised Code 3324.04 requires that each school district adopt a plan for identifying students who are gifted. This plan outlines the procedures, assessments, and criteria used by Vinton County Local Schools to identify students for gifted services in accordance with Ohio Administrative Code 3301-51-15.

2. Specific Goals of the Gifted Program

  1. Identify Gifted Students Early and Equitably: Ensure all students, including underrepresented populations, have access to screening and identification using multiple criteria.
  2. Provide Differentiated Instruction: Offer instructional strategies that challenge students at their ability level, including acceleration, enrichment, and curriculum compacting.
  3. Foster Critical and Creative Thinking: Encourage problem-solving, innovation, and creative expression across subject areas.
  4. Support Social and Emotional Development: Address the unique social-emotional needs of gifted students and provide mentorship and peer collaboration opportunities.
  5. Develop College and Career Readiness: Provide advanced coursework, research projects, and real-world experiences aligned with student interests and strengths.
  6. Develop a Desire for Excellence and Growth in Personal Responsibility: Encourage students to set high standards for themselves, take ownership of their learning, and continuously strive to improve.
  7. Produce Self-Directed, Life-Long Learners Who Will Become Productive Citizens: Foster independence, curiosity, and a commitment to contributing positively to society.
  8. Engage Families and Community: Communicate with parents/guardians about identification, services, and progress, and partner with community organizations for enrichment.
  9. Ensure Continuous Evaluation and Improvement: Monitor student progress and program effectiveness, adjusting instruction, services, and identification procedures as needed.

3. Definition of Giftedness 

“Gifted” students are those who perform or show potential to perform at very high levels compared to others of the same age, experience, or environment. Identification follows sections (A), (B), (C), or (D) of Ohio Revised Code 3324.03.

4. District Identification Plan

Vinton County Local Schools follow Ohio Administrative Code 3301-51-15 and the Ohio Department of Education Operating Standards. Assessment tools must be approved by the Ohio Department of Education.

The district identifies students who perform or show potential in:

  • Superior Cognitive Ability
  • Specific Academic Ability
  • Creative Thinking Ability
  • Visual or Performing Arts

Referrals are accepted, and students are screened and assessed to determine eligibility.

5. Identification Process 

Screening & Identification 

All students have access to screening and further assessment, including: Culturally or linguistically diverse students; Students from low socio-economic backgrounds; Students with disabilities; English Language Learners
Screening data comes from approved instruments. Students meeting the cut-off score are identified as gifted, and identification remains for K-12 

Reassessment 

Students who score just below the cut-off may be reassessed for identification.

Assessment Opportunities 

  • Two opportunities per year for individual assessment by referral
  • Three opportunities grades 2-5 on I Ready Diagnostics for identification in Specific Academic Math and Reading
  • Three opportunities grades 6-8 on Exact Path Diagnostics for identification in Specific Academic Math and Reading
  • Whole-grade screenings are conducted in 2nd and 5th grade for Superior Cognitive and Creative Thinking

Assessments for VCLSD Identification Plan

Superior Cognitive Giftedness and Creative Thinking Ability with Intelligence Assessments

Cognitive Abilities Test (CogAT) for Superior Cognitive Giftedness and Creative Thinking Part I

CogAT Cutoff Scores for Gifted Identification (2025–2026)

Grade Level

CogAT Form 7 Cutoff Score Superior Cognitive

Reassessment Score

CogAT Form 8 Cutoff Score

Superior Cognitive

Reassessment Score

K–1

126

125

124

123

2

125

124

125

123

3

125

124

126

125

4–6

126

125

125

124

7–12

125

124

124

123

Note: These cutoff scores are based on VQN composite scores for Superior Cognitive Ability identification.

Special Populations:

For students with learning disabilities, English language learners, or other special circumstances, Vinton County Local Schools may use select CogAT composite scores to ensure fair identification. Examples include:

  • QN (Quantitative-Numerical) Composite: Used for English learners or students with reading difficulties, as it emphasizes nonverbal and quantitative reasoning.
  • VN (Verbal-Nonverbal) Composite: Used for students with specific math disabilities, minimizing the impact of math-related challenges.

These composite scores can in special situations help better demonstrate a student’s true cognitive potential rather than being influenced by language, math, or learning limitations. All modifications follow Ohio Department of Education guidelines and are documented in the student’s record.

Creative Thinking Ability: In Ohio, the identification of students for Creative Thinking Ability involves a two-part process:

  1. Cognitive Ability Assessment: Students must achieve a qualifying score on an approved intelligence test.
  2. Creative Thinking Assessment: Students must attain a qualifying score on an approved checklist or creative thinking assessment.

Part I: For the Cognitive Abilities Test (CogAT), the following cutoff scores are used for the 2025–2026 school year:

CogAT Form

Grade Level

Reassessment Score

Qualifying Score

Form 7 VQN

K–1

110

111+

Form 7 VQN

2–12

111

112+

Form 7 QN

3–12

111

112+

Form 7 VN

K–12

110

111+

Form 8 VQN

K–2

110

111+

Form 8 VQN

4–5, 7–8

110

111+

Form 8 QN

K–2

110

111+

Form 8 VN

K–12

110

111+


Note: In addition to the Creative Thinking cutoff score on the intelligence component, the  Creative Thinking Assessment component must also be completed to qualify for CT identification.

Part II: Creative Thinking Assessment 

Assessment

Grade Level

Screening Score

Identification Score

GATES 2

K–12

90–110

≥111

GRS-2

K–12

60–65 (T-score)

≥66 (T-score)

Achievement Assessments for Specific Academic and Superior Cognitive Ability


State law, Ohio Revised Code 3324.03, defines the qualifying score as “at or above the ninety fifth percentile at the national level” for Specific Academic Ability and as “at or above the ninety-fifth percentile on an approved…basic or composite battery” for Superior Cognitive Ability. 


I Ready and Exact Path for Specific Academic Math and Reading

Minimum 95th National Percentile Rank on one of the three diagnostics administered  in grades 2-5 (I Ready) or 6-8 (Exact Path) 


The Iowa Assessments, Core Battery, Forms E and F  

Kindergarten: approved for math and reading only; use scores for Total Math (with or without math computation), Total ELA, and Total Reading 


Grades 1-12: approved for math, reading, science, and social studies; use scores for Total Math (with or without math computation), Total ELA, Total Reading, Science, and Social Studies • Use Complete Composite Total Score for Superior Cognitive Ability 


ACT 

Grade 11-12:  Use scores for English, math, reading, science, and writing • Use national percentiles on the score report, not the comparison chart • Math, reading, writing, and science only



VPA

For the identification of Visual or Performing Arts Ability, qualifying scores on checklists of artistic behaviors are used as one component of the identification process. State law, Ohio Revised Code 3324.03, requires the Department of Education and Workforce to establish sufficient performance for gifted identification on approved checklists for Visual or Performing Arts Ability. In addition, students must also demonstrate to a trained individual superior ability in a visual or performing arts area through a display of work, an audition, or other performance or exhibition

.

GATES 2 Use Artistic Talent checklist component for Visual or Performing Arts Ability in dance, theatre, music, and visual arts • Use standard scores • Qualifying Score for reassessment: 90-110 • Qualifying Score for gifted identification: 111


GRS 2 Use Artistic Talent checklist component for Visual or Performing Arts Ability in dance, theatre, music, and visual arts • Use T scores • Qualifying Score for reassessment: 60-65 • Qualifying Score for gifted identification: 66 

Referral Windows:

  • Fall: Sept. 15 – Oct. 31 (screened before holiday break)

  • Spring: Jan. 15 – Mar. 1 (screened after Mar. 31, before end of school year)

  • Special cases: schedule with Gifted Coordinator

Referral Process

Students may be referred by:

  • Self (student)
  • Teacher
  • Parent/guardian
  • Peer
  • Other (psychologist, principal, community member, etc.)

Upon referral, the district will:

  1. Assess the student within 90 calendar days
  2. Notify parents of results within 30 days

Out-of-District Scores 

The district accepts scores, completed within the preceding 24 months on assessment instruments approved for use by the Ohio Department of Education, provided by other schools and/or trained personnel outside the school district.


Transfers 

Transfer students will be assessed within 90 days if requested by the parent. Eligible students are placed in appropriate gifted services.

6. Parent Notification & Appeals 

  • This document is to inform parents that all students are assessed for giftedness using VCLS administered assessments that are also on Ohio’s List of Approved Assessments for Gifted Identification. I Ready and Exact Path Diagnostics are administered as part of the routine diagnostic schedule for monitoring student progress toward grade level standards mastery. The district must review results and identify students scoring at or above the 95th national percentile as gifted.

  • Aside from I Ready and Exact Path Diagnostics and state mandated whole grade screening opportunities, permission to test is required if a student is referred by someone other than a parent or for automatic reassessment.

  • Parents receive assessment results from a qualifying score or from a referral/reassessment opportunity within 30 days.

Appeal Process: Parents may appeal any part of the identification process

  1. Submit a letter to the superintendent and Gifted Coordinator explaining the concern

  2. Meeting convened with parents and relevant school personnel

  3. Written final decision issued within 30 days by the superintendent, including reasons for the decision


7. Confidentiality

All student records related to gifted identification and services are confidential and maintained in accordance with state and federal privacy laws.

8. Service Plan

Services are designed to challenge and extend learning beyond grade-level expectations. This may include, but is not limited to:

  • Cluster grouping or pull-out sessions
  • Accelerated coursework
  • Enrichment activities
  • Independent study projects

 

VCLS District Service Plan 


Continuum of Services 

Service Setting 

Grade 4/5

Service Setting 

Grade 6-7 Math and ELA- Grade 8 ELA

Service Setting Grade 8 Math

Service Setting Grades 9-12

Regular Classroom Cluster Group during Tier II

Regular Classroom Cluster Group 

Regular Classroom with Acceleration into Algebra I

Honors, Advanced Placement. College Credit Plus Dual Enrollment

9. Withdrawal

If at any time a student wishes to withdraw from gifted programs or services the request should be written by the parent or child to the building administrator. If children request to withdraw, parents will be notified. Please note that when students self-select courses in high school, they may be opting to forfeit gifted services if they do not select AP, Honors or CCP courses. 

10. Contact Information

Questions? Contact Gifted Coordinator Carrie Ward at [email protected]