At the high school level, students self-select into advanced level course options to engage their interests and encounter intellectual rigor.  While students do not need to be gifted to access the options listed below, these options are considered a gifted service if they align with the student’s area(s) of gifted identification. Teachers of Honors and Advanced Placement courses either hold a gifted endorsement on their Ohio teaching license or participate in gifted professional development in accordance with Ohio rules.  Service options include the following:

• Honors Courses – This is a designation given to select high school courses that are more advanced in content and go in greater depth than their traditional counterparts.  

• Advanced Placement Courses (AP) - These are year-long, specialized high school classes using a curriculum developed by the College Board.  Advanced Placement courses are approximately equivalent to freshman college level courses.  Students have the potential to earn college credit based on scores from an end of year College Board exam.  

• College Credit Plus (CCP) – The program is available to eligible students in grades 7 through 12.  Students may apply to and enroll in college courses as participating universities while still enrolled in Bexley City Schools.  Students earn dual high school and college credit for these courses.  Tuition and books are provided for students who maintain required performance levels.  In some cases, they may also be considered an acceleration for participating students.

• Credit Flexibility – Credit flexibility is a state-created educational option that enables students to earn high school credits through non-traditional means. Examples include independent study, summer programs, online courses, and testing out.  In some cases, credit flexibility may be considered an acceleration for participating students.

In addition to the formal gifted service listed above, gifted students may receive support for their talents and abilities as described below.   Many of the options do not require students to be identified as gifted in a specific area to participate.  **These options do not qualify as a formal gifted service per state rules.  Students in the course will NOT have the service listed or related goal on a Written Education Plan.

• Allied Arts Electives – These courses in art, music, band, choir, orchestra, and others are opportunities for students with talents in the visual or performing arts to pursue that passion and further develop their skills.

• Design and Technology Electives – These courses provide students with an opportunity to utilize creative problem-solving skills to design a real world solution.   This option may spark the interest and develop skills of our students who are gifted in superior cognitive ability, creative thinking, science, or social studies.

• Foreign Language Courses – These courses in Latin, French, or Spanish can provide challenging learning experiences for our students who are gifted in superior cognitive ability, reading, or social studies.

• Extracurricular Activities – Schools may offer afterschool activities, such as theatre arts, student council, book clubs, social action programs, or other specialized groups.  These programs may serve as opportunities for gifted learners to explore areas of interest, try new things, connect with students who have similar interests, or develop their leadership skills.   Students should reach out to their principal or school counselor for information about opportunities.

Students and families should refer to the high school curriculum guide for information about specific course availability and scheduling procedures.  Students are strongly encouraged to talk with their school counselor about accessing opportunities, including formal service options listed above and optional elective courses, most in line with their interests and academic goals.

Choosing Among Advanced High School Options

High school students have a plethora of options, as described above, to customize their learning path.  It can be overwhelming at times to decide which options are the best fit. It is important to remember that a gifted student does not need to utilize ALL of them to get a great education.   The “best” option or combination of options will be different for each learner.  Below is a chart outlining the specifics of multiple opportunities a high school student might pursue.  This is helpful when weighing the various choices.  Information about accessing the Eastland-Fairfield Career Center is included. Although not a gifted service, it may be a good fit for gifted learners with specialized interests.

Below are some questions to guide planning. 

1. Does the student have a career goal in mind? If so, what area(s) of study is considered? 

Implications – A student with a vaguer idea of what to study may want to consider educational settings that offer exposure to a range of content matter. Advanced coursework should aim to prepare for and/or complete freshman level pre-requisites that would apply to a variety of majors. A student with a very specific idea of future pursuits may want to try out courses that align to that field of study to ensure that is really what will satisfy him/her as a career field in the future. 

2. What type of high school experience does the student envision? Consider the academic, social, and extracurricular experiences desired.

Implications – A student desiring a more traditional high school experience may want to focus on opportunities offered on site at the high school or online in order to remain at the school location and maximize involvement in school activities. A student with a strong desire to make the most of multiple athletics or other extracurricular options will want to consider those things when scheduling advanced course options. If the student is focused primarily on the academic and nurtures friendships primarily outside of the school setting, off-site options may be more reasonable. 

3. How does each option align to the student’s academic skills and need for challenge? 

Implications – Students who are gifted do not possess a universal readiness for all advanced courses. Every student has their own profile of strengths and weaknesses. Additionally, not all advanced courses have the same level of rigor built in. Students who are particularly strong in a subject area may find the thinking skills embedded in AP courses more aligned to their readiness and learning needs than an entry level college course. Other students with passion in a very specific domain may find CCP courses or a career pathway offer the best options aligned to that interest. Similarly, students may need advanced course options for some subjects in their area of strength and traditional high school courses for those subjects in which the student may not be as advanced. 

5. Does the student have a future college or other school in mind? If so, what are their policies for transfer credit?

Implications – The state of Ohio requires publicly-funded state universities and colleges to accept credit earned with qualifying scores on AP tests or earned through CCP. However, the same does not apply to private colleges or out of state schools. Be sure to check with admissions offices of schools of interest to see what types of credit they will accept for transfer and the ability of those credits to count toward degree requirements. (Some schools will accept the credits as electives but not count them toward a degree.) 

6. What is the student’s level of maturity and independence? 

Implications – A student who needs more direction and guidance will likely benefit from options offered within the middle or high school as opposed to those off-site. Consider also the length of courses (semester versus year-long) in terms of timeframe for mastering content and gaining teacher support. Students who are very independent problem solvers and are able to manage their work and time efficiently may be successful with programs that are not embedded within the school. 

7. What is the parent/guardian’s desired level of involvement? 

Implications – Family members who want to be more involved in their child’s academic pursuits and have interactions with instructors may be more comfortable in traditional educational settings than in off-site programs or those managed by universities. 

8. Is the student expecting to participate in college athletics in the future? 

Implications – Students can earn college credit as high schoolers and still engage in collegiate sports, but the number of credits may impact eligibility throughout the college years. Families will need to weigh the need for advanced coursework against the likelihood and importance of collegiate athletics. 

9. If the goal is to earn college credit early, what is the plan for the “bought time” during the college years? 

Implications – Utilizing college credit bearing options should have a purpose for the future, as well as meet a present need. Maybe the goal is to get pre-requisites out of the way to allow time for a student with many interests to explore different majors within the traditional 4-year time span. Maybe the goal is to finish an undergraduate degree early to move on to graduate school. If there is no plan, consider what options may be realistic following an early college graduation given the student’s age and maturity. 

Things to keep in mind: 

• What is right for one student may not be the right thing for another. This applies to siblings, friends, neighbors, and the “I heard about someone who....” 

• Just because something IS an option doesn’t mean it is the right option. Some students will benefit more from utilizing one as opposed to trying to use it all. 

• There are always tradeoffs to any choice made, as it is not possible to choose everything and have it all work together perfectly. Consider the non-negotiables and determine what the student and family are willing to give up in order to gain the benefits of a different option. 

Service Withdrawal

High school students indirectly opt into in gifted services when they establish their schedules with their school counselor.  Students who do not take Honors, Advanced Placement, or College Credit Plus courses in an area of identification are, by default, declining service in that area.  Students may withdraw from a course considered a gifted service. In accordance with the high school course drop policies and timelines.   Families are strongly encouraged to work with the teacher attached to that gifted service, the building principal, and any other relevant staff to develop a plan of support and intervention for the student prior to withdrawal.  Educators may share concerns about student performance in the class/service; however, educators may not remove a student from gifted services without parent/guardian consent nor may they coerce a parent/guardian to do so.  Families who wish to withdraw their student from a gifted service course should work with the school counselor.  The school counselor will then notify the district’s administrator for gifted education, who will, in turn, modify any EMIS reporting.