Avon Lake City Schools: Parent Meeting — Gifted Services for the 2025-2026 School Year

Assistant Superintendent – Dr. Jack Dibee

Welcome to Our Gifted Services Presentation!

Mrs. Alice Ogonek, Gifted Coordinator

Passionate about gifted education - every child deserves to be challenged, supported and valued
20 years of experience as a Gifted Intervention Specialist (GIS)
Proud to be a part of the ALCS Family for 5 years as a GIS
ESC of Lorain County: Gifted Coordinator for multiple districts (6 years)
Parent of three gifted children - understand firsthand the joys and challenges

What is Giftedness?

The National Association for Gifted Children (NAGC) defineds gifted learners as "students with gifts and talents that perform – or have the capacity to perform – at higher levels compared to others of the same age, experience, and environment in one or more domains."

Source: NAGC article, What is Giftedness?

Giftedness is not just about high grades. Some gifted learners excel in school, and others may struggle due to challenges such as perfectionism, asynchronous development, or lack of appropriate challenge.
Giftedness looks different in every learner. Some may demonstrate creativity or leadership, while others may show intense curiosity or deep emotional sensitivity.

Common Traits of Gifted Learners

Advanced vocabulary and complex thinking skills
Absorbs information quickly with few repetitions needed
Intense curiosity and deep love of learning
Strong memory and quick processing skills
High sensitivity – emotionally and/or socially aware
Creative problem-solving and innovative thinking
Preference for challenging or complex tasks
Self-aware, socially aware, and aware of global issues
May struggle with perfectionism or frustration
Quirky or mature sense of humor

Understanding these differences helps us better support and nurture gifted students.

Source: Davidson Institute, Gifted Traits and Characteristics.

Gifted Identification in Ohio

Superior Cognition
Specific Academic Ability (Reading, Math, Science or Social Studies)
Creative Thinking Ability
Visual or Performing Arts (Art, Music, Drama, Dance)

How are students identified?

Universal Screening (InView: grades 2 and 5 with 128+ CSI Score)
MAP Assessments (reading and math with a 95th+ percentile)
Referral Based Testing (parents, teachers, and students)
Use of State-Approved Assessments

What Happens After Identification?

A Written Education Plan (WEP) outlines how a district will support the gifted student's needs based on identification area.
Service options include cluster grouping, acceleration, honors classes, Advanced Placement (AP) classes, and College Credit Plus (CCP).
Gifted Identification does not guarantee services. Ohio does not mandate gifted services.

Identification is the first step – the next step is determining how to support the student's needs.

What's a WEP?

A WEP is a formal plan outlining how the district will address a gifted student's needs. It includes the following:

The area of gifted identification
Goals for the student (academic and/or social-emotional)
Service options provided to meet these goals
Progress monitoring to ensure the plan is effective

WEPs are signed by the teacher and shared with parents via PowerSchool and/or at parent-teacher conferences. WEPs are a living document that can be updated throughout

What is Cluster Grouping?

Cluster Grouping is a research-based educational model designed to meet the academic needs and social emotional needs of gifted learners in a mixed-ability classroom with a teacher who supports them through differentiated instruction.
It is not a removal of services but a different service model to support gifted learners on a daily basis.

Why Does Cluster Grouping Work?

Peer Interaction:

Gifted students thrive with intellectual peers who challenge and inspire them
Encourages collaboration and deeper discussions

Tailored Instruction:

Simplifies differentiation for teachers
Focused delivery of advanced content and creative tasks

Benefits for Students

Academic Growth:

Realistic perceptions of their abilities
Better understanding and acceptance of learning differences
Enhances critical and creative thinking (deeper discussions)
Consistent challenges

Social-Emotional Support:

Provides a sense of belonging
Encourages leadership and teamwork skills

Source: Winebrenner, Susan, and Dina Brulles. The Cluster Grouping Handbook: How to Challenge Gifted Students and Improve Achievement for All. Free Spirit Publishing, 2008, p.23.

Cluster Grouping at ALCS

Identified gifted students will be placed in designated cluster classrooms with teachers who have completed the ODEW's mandated Gifted Professional Development. These teachers have had over 60 hours of professional development in teaching gifted students.
Teachers will use flexible grouping within the classroom to provide differentiated instruction tailored to students' readiness levels and interests.
Gifted services will be embedded into daily instruction, along with enrichment opportunities such as Math Mania and the Pitch Challenge.

Is Cluster Grouping the Same as Tracking?

No, cluster grouping is not the same as tracking. While both involve grouping students based on ability, they serve different purposes and have an impact on student learning.

Cluster Grouping:

Flexible and fluid
Focus on differentiation
Encourages collaboration across all ability levels

Tracking:

Rigid
Limit opportunities with early placement
Creates separation from peers

Sample of Cluster Grouping Districts in NE Ohio: Amherst, Avon, Bay Village, Beachwood, Cuyahoga Falls, Fairview Park, Highland, Kirtland, Lakewood, Mentor, Nordonia, North Olmsted, North Royalton, Rocky River, Shaker Heights, Twinsburg, Westlake

Implementation Across Elementary Schools

Gifted Intervention Specialist will support the 3rd and 4th grade gifted cluster teachers at all 3 elementary buildings.

Gifted services will include:

Curricular enrichment
Co-teaching opportunities
Differentiated instruction support
Project-based learning facilitation
All identified gifted students will benefit from the program. Currently, SOAR only serves 29.3% of gifted students.

Next Steps and Timeline

Notification to parents of students who newly qualify for gifted services (through InView or MAP scores)
School visits by GIS to other districts to observe cluster grouping
Program begins next academic year (August 2025)
Principals will assign classroom teachers to cluster groups
Cluster group assignments forthcoming
Quarterly professional development for cluster teachers
Regular program evaluation and adjustment

ALCS Gifted Cluster Grouping for Parent Meeting 3 27 2025

Display settings