Norton City Schools conducts whole-grade screenings for gifted identification in superior cognitive ability in grades 2 and 4. Currently Norton uses the InView for our whole-grade screening. The CogAT is used if a reassessment is needed. InView and CogAT measure a student's ability to think and reason, so they are not tied to a single subject area like other tests given in school. Students whose results meet the qualifying score are identified as gifted in superior cognitive ability. Additionally, the district offers a re-assessment option (CogAT) for students whose scores reach a “rescreening” score. Parents will be notified in writing within 30 days of the receipt of testing results of their children’s identification or opportunity for rescreening. 

Whole-grade screening for specific academic ability in reading and math is conducted in grades 2 through 7 through the use of NWEA MAP. The MAP assessment is administered three times during the year. The resulting scores of each administration are reviewed, and students whose scores reach the 95th percentile (national percentile rank) on the reading and/or math are identified as gifted.

Whole-grade screening for creative thinking ability is conducted in grades 2 and 4 through the use of InView. Students whose results meet the qualifying or reassessment score will then have their creative abilities considered through an approved checklist of creative behaviors. Students whose InView and checklist scores reach qualifying scores will be identified as gifted. Students whose InView scores and/or checklist scores reach the score for reassessment will have the opportunity for reassessment. 

Screening and consideration of identification in visual and performing arts ability is conducted upon parent, teacher, or student referral. A checklist of behaviors related to the specific arts area will be completed, and if a qualifying score is achieved, then a demonstration of superior ability in the area of visual and performing arts will be scheduled, with the student performing an audition or displaying work through a portfolio or other exhibition before trained assessors. 

The district also offers opportunities for gifted screening twice per year in accordance with Ohio’s Operating Standards for Identifying and Serving Students Who are Gifted. Referrals may be made by teachers, parents or legal guardians, guidance counselors, administrators, gifted intervention specialists, and students. 

Norton City Schools offers services to students identified as gifted in reading, mathematics,  and superior cognitive thinking in grades 2-12. All students are served in their area(s) of identification. 

Grades 1-4: Students in grades 1-4 receive services in their area(s) of gifted identification in their classrooms, placed in cluster groups, small groups of students intentionally placed together, working with teachers who are receiving ongoing professional development and support in gifted child education from the district’s gifted coordinator.

Grades 5-8: Students in grades 5-8 are served in a number of ways, including cluster groups, advanced classes (such as advanced language arts), and/or accelerated math classes. Their teachers receive ongoing professional development and support from the district’s gifted coordinator. 

Grades 9-12: Students attending Norton High School are served through cluster groups, Honors classes, AP classes, and/or CCP options. Teachers serving students identified as gifted receive ongoing professional development and support from the district’s gifted coordinator. 

Acceleration is the practice of assigning a student to a higher grade level (whole-grade or subject) or admitting a student to kindergarten earlier than is typical for the student’s age. The purpose is to provide appropriately challenging learning opportunities for students who need them. 

Acceleration is a practice that can be used with any student, whether identified as gifted or not. Not every student identified as gifted is accelerated, and not every student who is accelerated is identified as gifted. There is a process that must be followed in making decisions regarding acceleration, ensuring that the proposed acceleration is in the student's best interests. 

Whole-grade acceleration is defined as assigning a student to a higher grade level than is typical for the student’s age. For example, a student finishes first grade and then begins the next year in third grade. This typically requires an extensive process including a variety of assessments and evaluations. These are completed with the goal of ensuring the whole-grade acceleration is appropriate and in the best interests of the student. 

Subject acceleration is defined as assigning a student to a higher grade level in a particular subject than what is typical for the student’s age. For example, a student in fifth grade student performing above grade level in math takes sixth grade math, while all other classes are taken at the fifth grade level. There are many factors reviewed in the process of making decisions about subject acceleration, including reviewing performances on a variety of assessments. 

Early admission to kindergarten is when a student is admitted to kindergarten when he or she has not yet reached the typical age at which students are admitted to kindergarten, with the purpose of providing access to appropriately challenging learning opportunities. Early entrance to kindergarten requires extensive assessment and evaluation to ensure the early entrance is appropriate and in the best interests of the student. For more information about the process used in Norton City Schools, please refer to the flow chart shared here. You may also visit the Norton Primary School web site and contact the building principal for more information.