Mason City Schools strives to provide a continuum of services for cognitively identified gifted students in grades 1-6 that emphasizes enriching, extending, and building upon Ohio’s learning standards, the National Association of Gifted Children standards, and may also include the development of the following:
Grades 1-6 Cognitive Gifted Services
- Critical and creative thinking skills. This includes the ability to use critical/reflective thinking focused on informed decision making. This includes supporting ideas with facts and/or logic, explaining relationships, information processing skills, and specifically the ability to gather, organize, analyze, and apply information.
- Communication skills. This includes the ability to plan, create, and present verbal, visual, and written information in order to effectively share thoughts and ideas with others.
- Self-discipline and responsibility. This includes the ability to work productively and independently as an individual, to be a positive and productive group member, and to demonstrate effective leadership skills.
When will my student receive intensified instruction with a gifted intervention specialist?
- Grades 1, 2, 3, 4, 5, & 6: If the composite standard age score is 132-160 on the COGAT
When will my student receive collaborative gifted services by their classroom teacher, in the classroom, through rigorous, differentiated and personalized core instruction?
- Grades 1, 2, 4, 5, & 6: If the composite standard age score is 128-131 on the COGAT
- Grade 3: If the composite standard age score is 127-131 on the COGAT
Grades 2-6 Specific Academic Math and Reading Gifted Services
Students are identified as gifted in math and/or reading when they score at the 95th %tile or above on the Grades 2-5 Math/Reading MAP assessment(s). In the Specific Academic Math and Reading Gifted Services model, the classroom teacher is the primary provider of gifted services. Once gifted students are identified, the classroom teacher designs and implements personalized and differentiated instruction to meet their unique learning needs in the subject area(s) identified. This may involve offering more complex and challenging tasks, providing opportunities for independent or project-based learning, and adapting teaching strategies to accommodate advanced learners. These services are daily and ongoing. Gifted Intervention Specialists collaborate with classroom teachers to support the implementation of gifted education strategies within the regular classroom setting. This may involve providing resources, offering professional development opportunities, and sharing expertise in gifted education.
