Identification Process

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

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

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

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.

Characteristics of Various Areas of Giftedness

Appeal Procedure

Parents may appeal a decision by asking for the reconsideration of the results of any part of the identification process which would include the following: screening procedure or assessment instrument (which results in identification); the scheduling of children for assessment; the placement of a student in any program; and receipt of services. Parents should submit a letter to the Principal outlining the nature of the concern, and with supporting documentation attached.

The parent must provide evidence that the child’s knowledge, skills, and abilities are superior to those demonstrated and measured by school personnel. Testing from an outside source will be considered, but New Albany – Plain Local Schools are not responsible for any costs incurred if a parent chooses to obtain information this way. The Principal will convene a meeting with the parent/guardian, and the appeal committee to review the appeal request. The Principal will issue a written final decision within 30 days of the appeal. This written notice will include the reason(s) for the decision. Please note that placement decisions are reversed only in instances where extensive documentation is presented providing significant evidence that the child’s knowledge, skills, and abilities are superior to those measured by school personnel.