New Albany Schools uses a three-part approach to screen students who perform or show potential for performing at high levels of accomplishment in the areas of superior cognitive ability, specific academic ability, creativity, and visual and/or performing arts.
Stage I: Pre-Assessment, Data Review, and Screening
The pre-assessment, data review, and screening part of the process involves gathering student data from a variety of sources including teacher, parent, and peer nominations, grades, portfolios, observations, review of student records, standardized tests, and outstanding products or performances, etc. All students are involved in the pre-assessment, data review, and screening pool. By using the pre-assessment, data review, and screening process, the district ensures equal access to further assessment by all district children, including culturally or linguistically diverse children, children from low socioeconomic backgrounds, children with disabilities, and children for whom English is a second language. District-determined cut-off test scores, to move students from this stage to the further evaluation stage, are lower than the scores necessary for identification. Some children are identified at this stage, however.
Stage II: Further Evaluation
The further evaluation stage examines the data gathered from the pre-assessment, data review, and screening stage to determine if additional assessment is necessary. In making decisions about additional assessment, existing test data for students is not the sole determining criteria. School personnel examine all available information about a student to determine if an evidence of possible giftedness exists for that student and conduct necessary additional assessment. District-determined cut-off test scores, to move students from this stage to the assessment stage, are lower than the scores necessary for identification. Testing is generally conducted in small group settings. Parents must be notified within thirty days of the results of this testing. Some children are identified at this stage.
Stage III: Assessment for Identification
Assessment strategies provide additional data necessary for an identification decision and the delivery of services. Strategies for additional assessment includes the individual and group testing requirements of Sections 3324.01-3324.07 of the Ohio Revised Code; and as described in the Gifted Identification pamphlet. Once additional assessment has been completed, the data obtained throughout the stages of identification are evaluated, the identification decision is made and student's educational needs are determined.