Mission & Vision

At Clinton-Massie Local Schools, we’re committed to helping every child reach their full potential. Our mission is to provide the best education possible—developing well-rounded, lifelong learners who thrive in a changing world. Our vision is to be a progressive, family-friendly learning community where every student is successful and offered rich, diverse opportunities.

Our Beliefs About Gifted Learners

Challenging, high-quality programs that stretch their potential
Teachers who understand their academic and social-emotional needs
A flexible, engaging, and innovative learning environment
Strong family and community partnerships

Screening & Identification

Identification Overview

Ohio defines a “gifted” student as one who performs or shows potential to perform at high levels of accomplishment compared to others of the same age, experience, or environment (ORC 3324.03).

Ohio identifies students in four areas:

Superior Cognitive Ability
Specific Academic Ability (Reading/Writing and Math)
Creative Thinking Ability
Visual or Performing Arts

We follow all rules in Ohio Administrative Code 3301-51-15 using state-approved assessments.

Whole-grade Screenings

2nd Grade: Superior Cognitive, Reading, Math, and Creative Thinking
4th Grade: Reading and Math
5th Grade: Superior Cognitive and Creative Thinking

Students may also be tested by parent, teacher, or self-referral during fall and spring testing windows.

Referral Timeline

Referrals are accepted twice a year, in the fall and spring.
Students may be referred by parents, teachers, peers, or through self-nomination.
Referral Form

Common State-Approved Assessments Used

Cognitive Abilities Test (CogAT)
NWEA MAP (Measures of Academic Progress)
Woodcock-Johnson IV (WJ-IV)
Wechsler Intelligence Scale for Children (WISC-V)
Torrance Tests of Creative Thinking (TTCT)
Gifted and Talented Evaluation Scales (GATES-2)
Ohio Checklist for Artistic Behavior / Performance Rubrics

Identification Process

Parents are notified of results within 30 days after assessments are completed.
Identifications remain valid throughout the student’s K–12 experience.
Scores from other Ohio districts or licensed professionals using approved tests are accepted.

Appeals

Parents may appeal any part of the identification process (testing, scheduling, placement, or services). Appeals should be submitted in writing to Superintendent David Moss. A decision will be provided within 30 days.

Equal Access

Clinton-Massie ensures equal access to gifted screening and identification for all students, including those who are culturally or linguistically diverse, economically disadvantaged, have disabilities, or are English learners.

Gifted Services

Gifted services are designed to meet the academic and creative needs of identified students while promoting challenge, growth, and engagement.

Service	Setting	Grades	Criteria for Service	Provider
Cluster Grouping	Regular Classroom	2–5	Superior Cognitive, Academic, and/or Creative Thinking	General Education Teachers
Honors Math	Honors Classroom	6–12	Student Data*	General Education Teachers
Honors ELA	Honors Classroom	6–12	Student Data*	General Education Teachers
Algebra I	Accelerated Course	8	Student Data*	General Education Teachers
CCP Courses	On-Site or College Campus	9–12	College Credit Plus Requirements*	CCP Instructors

*More details are available upon request regarding student data and criteria for placement.

Elementary Enrichment

Gifted students in Grades 2–5 meet weekly with a Gifted Intervention Specialist for enrichment activities that extend classroom learning. While this time does not meet the state’s formal service minutes, it offers valuable opportunities for gifted learners to collaborate and explore advanced thinking.

Equal Access

All students identified as gifted—regardless of background, disability, or language—have equal access to the services and supports offered by the district.

Written Education Plans (WEPs)

A Written Education Plan (WEP) is an individualized learning plan for each student formally served in gifted education.

The WEP outlines:

The student’s areas of identification
The type and setting of gifted service provided
Learning goals and differentiation strategies
How progress will be monitored and communicated to parents

WEPs ensure that each student’s gifted services are intentional, measurable, and aligned with their strengths.

Parents receive WEPs via email and are asked to sign and return them for district records.

Withdrawal from Services

If a student or parent wishes to withdraw from gifted services, they should contact the building administrator. If a student makes the request, parents will be notified to confirm the decision.

Gifted Education Contacts