GIFTED EDUCATION
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Rebecca Renegar, Gifted Education
937-884-7900 ext. 2223
RenegarR@MUSchools.com
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What does it mean to be identified as gifted?
Ohio defines a student who is gifted 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” (Ohio Revised Code 3324.01).
What services are offered for gifted students at Milton Union?
Area of Identification | Grade Levels | Service Offered |
|---|---|---|
Academic identifications (reading, math, science, social studies) | K-12 | Cluster grouping in the general classroom with differentiation, advanced coursework opportunities as appropriate to student need (subject/grade acceleration, compacted courses, advanced course sections, Advanced Placement, College Credit Plus, Dual Enrollment) |
Superior Cognitive or Creative Thinking Abilities | K-5 | SEARCH resource room |
Superior Cognitive and Creative Thinking Abilities | 6-8 | Explorations elective course |
Visual and Performing Arts | K-12 | Differentiation in arts courses, advanced course opportunities at later grades |
What are some common characteristics of children who are gifted?
Because gifted children are so diverse, not all exhibit all characteristics all of the time. However, there are common characteristics that many gifted individuals share:
Area of Identification | Common Characteristics | |
|---|---|---|
Superior Cognitive Ability | Keen power of abstraction Interest in problem solving Voracious and early reader Large vocabulary Intellectual curiosity Excellent memory Power of critical thinking, skepticism, self-criticism Diversity of interests and abilities Keen sense of humor Creativeness and inventiveness Intuitiveness Independence in attitude and social behavior Unusual emotional depth and intensity
| High expectations of self and others, often leading to feelings of frustration Idealism and sense of justice Spontaneity Highly energetic- needs little sleep or down time Constantly questions Perseverance- strong determination in areas of importance High levels of frustration- particularly when having difficulty meeting standards of performance (either imposed by self or others) Non-stop talking/chattering *Are not always high academic performers, but they can be.
|
Specific Academic Ability: Reading | Understands the nuances of language Uses multiple strategies to create meaning, may focus on a single strategy Reads beyond their chronological age Enjoys reading a wide variety of material Looks at books to solve problems | Has a wonderful vocabulary Reads quickly Relates literature to their own lives May be an insightful reader Wants to choose books
|
Specific Academic Ability: Math | Interested in mathematical analysis Has a good memory for storing main features of problems and solutions Appreciates parsimony, simplicity, or economy in solutions | Reasons effectively and efficiently Solves problems intuitively using insight Able to reverse steps in the mental process
|
Specific Academic Ability: Science and Social Studies | Shows strength and interest beyond what is typically seen at grade level in those areas | |
Creative Thinking Ability | Often has different ways of thinking and doing things Often sees new and different possibilities and makes unusual connections | *Are not always high academic performers, but they can be.
|
Visual / Performing Arts Ability | Shows strength and interest beyond what is typically seen at grade level in those areas |
Acceleration Information:
Please visit Milton-Union's board policy on early entrance criteria, academic acceleration, and early high school graudation.
For resources on acceleration, visit accelerationinstitute.org.