"Each person has the right to learn and to be challenged to learn at the most appropriate level where growth proceeds most effectively." "Building a community of learners into a community of leaders." The 2011-2012 GATE Brochure is now available. |
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Services
Overview of Gifted Education and Enrichment Services
While Ohio law requires school districts to identify gifted children, there is currently no provision requiring schools to provide any special services for gifted students. However, Bexley's GATE services are continuously evolving to ensure thoughtful and reflective growth toward the goal of providing a complete continuum of gifted and enrichment services in grades K-12.
Differentiated Instruction: Different Services for Different Needs
We recognize that different students require different services. Students are offered available services based on demonstrated needs. For example, a student's services may consist of differentiation and grouping within the homeroom, or weekly or daily pullout sessions with the Gifted Intervention Specialist. The chart below reflects a sample of the continuum of services, which extends from general enrichment opportunities for all students to individualized services appropriate for few students. The services shaded in green represent those to which the Gifted Intervention Specialists devote the majority of their instructional time.
| Service | Target Population | |
| Units of inquiry and problem-based learning opportunities, connected to adopted Best Practices (International Baccalaureate, Literacy Collaborative, etc.) | School-wide, all students |
General Enrichment
Focused, Differentiated Services for Some Students
Specific Individualized Services for Few Students |
| Collaborative unit planning (Grade-level teachers and Gifted Intervention Specialists) | All students within specific grade levels and/or subjects | |
| Clubs, Contests and Competitions (Ohio Math League, Chess Club, Math Club, Power of the Pen, Future Cities Competition, Battle of the Books, Debate Club, In the Know, etc.) | Open to all interested students in specified grade levels | |
| Differentiation provided by the homeroom teacher (Curriculum Compacting, Tiered Assignments, Group Investigations, Learning Centers, Independent Studies) | Provided to many students based on identification and/or demonstrated need | |
| Honors and Advanced Placement Courses | Many identified and high-achieving students in grades 7-12 | |
| Clustered in homeroom with a group of students with similar needs | Some identified gifted students | |
| Differentiation provided in the homeroom by the Gifted Intervention Specialist | Provided to some students based on student needs, the needs of the individual building, and GIS availability | |
| Consultation and collaboration between the homeroom teacher and Gifted Intervention Specialist | Available for all identified students on an as-needed basis | |
| GATE Language Arts (replacement curriculum, taught by building Gifted Intervention Specialist) | Students identified gifted with BOTH Superior Cognitive Ability AND Reading/Language Ability in Grades 4-8 | |
| Seminars/Workshops, Independent Studies | Offered to small groups of students (target audience varies based on the nature of the service) | |
| Post-Secondary Enrollment, Other Educational Options | Few students with demonstrated need, determined on a case-by-case basis | |
| Subject-area acceleration | Few students with demonstrated need, determined on a case-by-case basis | |
| Grade-level acceleration | Very few students with demonstrated need, determined on a case-by-case basis | |
| Early Entrance to kindergarten or first grade | Very few students with demonstrated need, determined on a case-by-case basis |