K-12 Gifted Programming FAQ
How do you maintain quality differentiation throughout the school year?
More purposeful clustering of gifted students will allow teachers to better deliver suitable instruction to meet their academic needs throughout the school year.
The New Albany School district has made a commitment to provide ongoing professional development that will occur throughout the year. Professional development will include credit bearing coursework through Ashland University. In addition, job embedded professional development will be delivered directly to all teachers through our Gifted Intervention Specialists during planning times, team meetings, and in-service days.
Will changes in gifted programming result in more work for my child?
The goal of gifted programming is to provide gifted learners with more challenging work, not an increased workload. While the work may at times take longer to complete due to increased challenge, the amount of work will not increase.
If my child feels overwhelmed, what should I do?
Like all students, school personnel including teachers, counselors, gifted specialists, and principals are always available to help students deal with emotional and social needs. The classroom teacher is always a good starting point when beginning to address any concerns.
Gifted intervention specialists continually work with teachers to discuss the unique needs and nature of gifted learners.
What types of communication can parents expect regarding the gifted program?
Parents can expect communication through quarterly emails and parent-teacher conferences. Please make certain that your email address is current in order to receive emails, Written Education Plans, and all other communications.
What are the success metrics of the gifted programming? How do you validate what you are doing?
The changes in our gifted programming are supported by research and stem from the district’s gifted audit conducted by Vanderbilt University. To measure our students’ growth and the impact of our gifted service model, we will use state testing results, and the NWEA MAP Reading and Math results, to specifically focus on our high-achieving learners.
How are gifted students clustered?
Currently gifted programming is based on Ohio Department of Education guidelines. Purposeful clustering of gifted students is reflective of individual student gifted identifications.
Is age considered when clustering?
Clustering is based on gifted identification.
Why doesn’t testing occur in all grades after 6th?
Individual testing requests for Superior Cognitive identification can be made during the two testing request windows open in September and March. Specific Academic testing occurs in grades 2nd through 8th grade in Reading and Math, using the NWEA MAP assessment.
How do parents know what students are doing in gifted cluster classes?
Portal pages, teacher conferences, and your daily discussions with your child are all valuable tools to keep parents informed.
Do we have a higher percentage of identified gifted?
Nationally, 3-5% of the population is identified as gifted.
New Albany is a community supportive of gifted services which attracts families to our district. Currently around 35%-40% of our student population is identified as gifted in one or more areas of gifted identifications.
